Supervising and Coaching Special Education Teachers - Rubric
Lessons and Student Needs 9 points
Criteria Description
Lessons and Student Needs
5. Target 9 points
Questions and expected responses thoroughly address the lesson components and
information regarding the students’ IEPs, accommodations, and specific disabilities.
4. Acceptable 7.83 points
Questions and expected responses appropriately address the lesson components
and information regarding the students’ IEPs, accommodations, and specific
disabilities.
3. Approaching 6.66 points
Questions and expected responses minimally address the lesson components and
information regarding the students’ IEPs, accommodations, and specific disabilities.
2. Insufficient 6.21 points
Questions and expected responses inadequately address the lesson components
and information regarding the students’ IEPs, accommodations, and specific
disabilities.
1. No Submission 0 points
Di�erentiated Instruction 9 points
Criteria Description
Differentiated Instruction
5. Target 9 points
Questions and expected responses insightfully address the teacher’s plan to
differentiate instruction.
4. Acceptable 7.83 points
Questions and expected responses significantly address the teacher’s plan to
differentiate instruction.
Collapse All
3. Approaching 6.66 points
Questions and expected responses superficially address the teacher’s plan to
differentiate instruction.
2. Insufficient 6.21 points
Questions and expected responses fail to identify the teacher’s plan to differentiate
instruction.
Struggling Students 9 points
Criteria Description
Struggling Students
5. Target 9 points
Questions and expected responses professionally identify areas the teacher
believes students struggle and how the teacher plans to address these areas.
4. Acceptable 7.83 points
Questions and expected responses effectively identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
3. Approaching 6.66 points
Questions and expected responses inexplicitly identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
2. Insufficient 6.21 points
Questions and expected responses ineffectively identify areas the teacher believes
students struggle and how the teacher plans to address these areas.
1. No Submission 0 points
Not addressed.
Prior Knowledge 9 points
Criteria Description
Prior Knowledge
5. Target 9 points
Questions and expected responses thoughtfully determine the teacher’s
understanding of student’s prior knowledge and how it guides instructional
planning.
4. Acceptable 7.83 points
Questions and expected responses successfully determine the teacher’s
understanding of student’s prior knowledge and how it guides instructional
planning.
3. Approaching 6.66 points
Questions and expected responses minimally determine the teacher’s
understanding of student’s prior knowledge and how it guides instruction.
Clinical Field Experience D Curriculum Action Plan - Rubric.docxrichardnorman90310
Clinical Field Experience D: Curriculum Action Plan - Rubric
Survey Results 9 points
Criteria Description
Survey Results
5. Target 9 points
Survey results provide new insight regarding teachers’ views of holes in the
curriculum and methods for filling these holes for students.
4. Acceptable 7.83 points
Survey results provide detailed consideration regarding teachers’ views of holes in
the curriculum and methods for filling these holes for students.
3. Approaching 6.66 points
Survey results are underdeveloped regarding teachers’ views of holes in the
curriculum and methods for filling these holes for students.
2. Insufficient 6.21 points
Survey results are unintelligible regarding teachers’ views of holes in the curriculum
and methods for filling these holes for students.
1. No Submission 0 points
Not addressed.
Map Di�erentiation 6 points
Criteria Description
Map Differentiation
5. Target 6 points
Summary thoughtfully addresses how the map differentiates to support the
individualized needs of students.
4. Acceptable 5.22 points
Summary logically addresses how the map differentiates to support the
individualized needs of students.
Collapse All
3. Approaching 4.44 points
Summary lacks detail in addressing how the map differentiates to support the
individualized needs of students.
2. Insufficient 4.14 points
Summary unfittingly addresses how the map differentiates to support the
individualized needs of students.
Instructional Strategies, Curriculum Materials, Technology 6 points
Criteria Description
Instructional Strategies, Curriculum Materials, Technology
5. Target 6 points
Summary substantially describes how the map incorporates the use of improving
differentiated instructional strategies, curriculum materials, and technology to
maximize high-quality instruction.
4. Acceptable 5.22 points
Summary concisely describes how the map incorporates the use of improving
differentiated instructional strategies, curriculum materials, and technology to
maximize high-quality instruction.
3. Approaching 4.44 points
Summary superficially evaluates how the map incorporates the use of improving
differentiated instructional strategies, curriculum materials, and technology to
maximize high-quality instruction.
2. Insufficient 4.14 points
Summary irrelevantly describes how the map incorporates the use of improving
differentiated instructional strategies, curriculum materials, and technology to
maximize high-quality instruction.
Strengths and Gaps 6 points
Criteria Description
Strengths and Gaps
5. Target 6 points
Summary extensively addresses the curriculum strengths supported by evidence-
centered research and specifically addresses any gaps in the curriculum.
4. Acceptable 5.22 points
Summary clearly addresses the curriculum strengths supported by evidence-
centered research and completely addresses any gaps in the curriculum.
3. Approaching 4.44 points
Summary inexplicitly addresses the curric.
Clinical Field Experience B Delivery of Higher-Order Thinking LesWilheminaRossi174
Clinical Field Experience B: Delivery of Higher-Order Thinking Lesson - Rubric
Collapse All
Lesson Summary
10.5 points
Criteria Description
Lesson Summary
5. Target
10.5 points
Brief but thoroughly described summary of the lesson delivered, including strategies and assessments, is provided.
4. Acceptable
9.14 points
Brief but clearly described summary of the lesson delivered, including strategies and assessments, is provided.
3. Approaching
7.77 points
Unfocused description of summary of the lesson delivered, including strategies and assessments, is provided.
2. Insufficient
7.24 points
Incomplete or insufficient description of summary of the lesson delivered, including strategies and assessments, is provided.
1. No Submission
0 points
Not addressed.
Higher-Order Thinking in Lesson
10.5 points
Criteria Description
Higher-Order Thinking in Lesson
5. Target
10.5 points
A thorough discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
4. Acceptable
9.14 points
A credible discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
3. Approaching
7.77 points
An underdeveloped discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
2. Insufficient
7.24 points
An ineffective discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
1. No Submission
0 points
Not addressed.
Additional Higher-Order Thinking in Lesson
10.5 points
Criteria Description
Additional Higher-Order Thinking in Lesson
5. Target
10.5 points
A thoughtful, specific discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
4. Acceptable
9.14 points
A logical discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
3. Approaching
7.77 points
A vague discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
2. Insufficient
7.24 points
A flawed discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
1. No Submission
0 points
Not addressed.
Lesson Delivery Analysis and Feedback
10.5 points
Criteria Description
Lesson Delivery Analysis and Feedback
5. Target
10.5 points
Professionally described what was done well and what could have been done differently in lesson implementation.
4. Acceptable
9.14 points
Properly described what was done well and what could have been done differently in lesson implementation.
3. Approaching
7.77 points
Superficially described what was done well and what could have been done differently in lesson implementation.
2. Insufficient
7.24 points
Unconvincingly des ...
Module 01 Homework Assignment1. Define and briefly describe the IlonaThornburg83
Module 01 Homework Assignment
1. Define and briefly describe the different classes of microorganisms (including the terms Eukaryotes and Prokaryotes):
1. Eukaryotes -
a. Algae -
b. Fungi -
c. Protozoans –
2. Prokaryotes -
a. Bacteria -
b. Archae -
3. Viruses -
4. Prions -
2. Define the four main types of organic molecules. Be sure to describe their function and give examples of each
a. Carbohydrates -
b. Proteins -
c. Lipids -
d. Nucleic acids -
3. What does the term PPE stand for? What are common types of PPE that are worn in the lab or hospital setting?
4. Describe two ways in which microorganisms are used by us or by scientist/industry to improve our everyday lives. This is an applied microbiology question and answers should be directed towards this rather than normal function of microbes in the environment (including our gut microflora).
5. Identify two different types of staining techniques used with light microscopy. Describe the dyes used in these techniques and why they are used.
Creating a Classroom Management Plan - Rubric
Statement of Purpose and Rules 9 points
Criteria Description
Statement of Purpose and Rules
5. Target 9 points
Classroom management plan statement of purpose is mindful and comprehensive. Realistic classroom rules,
positive reinforcements, and consequences are thoughtfully designed.
4. Acceptable 7.83 points
Classroom management plan statement of purpose is clear and reasonable. Relevant classroom rules, positive
reinforcements, and consequences are clearly presented.
3. Approaching 6.66 points
Classroom management plan statement of purpose is vague. Description of classroom rules, positive
reinforcements, and consequences is provided, but missing key elements.
2. Insufficient 6.21 points
Classroom management plan statement of purpose is ineffective. Inadequate classroom rules, positive
reinforcements, and consequences are provided.
1. No Submission 0 points
Not addressed.
Procedures and Classroom Environment 9 points
Criteria Description
Collapse All
Procedures and Classroom Environment
5. Target 9 points
Classroom procedures and routines are realistically and thoughtfully designed. Classroom environmental
considerations are of high quality and ideal for meeting student needs.
4. Acceptable 7.83 points
Classroom procedures and routines are reasonably presented. Classroom environmental considerations are
mindful of student needs.
3. Approaching 6.66 points
Classroom procedures and routines are marginal. Classroom environmental considerations are missing key
elements and not clearly mindful of student needs.
2. Insufficient 6.21 points
Classroom procedures and routines are illogically presented. Classroom environmental considerations are
inappropriate for student needs.
1. No Submission 0 points
Not addressed.
Implementation Plan 13.5 points
Criteria Description
Implementation Plan
5. Target 13.5 points
Implementation plan proficiently explains how classroom ...
Case Study Special Education - RubricCase Analysis 1-3 5 MaximaSheffield592
Case Study: Special Education - Rubric
Case Analysis 1-3 5 points
Criteria Description
Case Analysis 1-3
5. Target 5 points
Analysis skillfully and convincingly summarizes the case, identifies the issues to be
resolved, and identifies the stakeholders involved in the issues.
4. Acceptable 4.35 points
Analysis accurately summarizes the case, identifies the issues to be resolved, and
identifies the stakeholders involved in the issues.
3. Approaching 3.7 points
Analysis minimally summarizes the case, identifies the issues to be resolved, and
identifies the stakeholders involved in the issues.
2. Insufficient 3.45 points
Analysis inadequately summarizes the case, identifies the issues to be resolved, and
identifies the stakeholders involved in the issues.
1. No Submission 0 points
Not addressed.
Case Analysis 4-5 5 points
Criteria Description
Case Analysis 4-5
5. Target 5 points
Identifies compelling existing laws or court rulings and district policies related to
the issues.
4. Acceptable 4.35 points
Clearly identifies existing laws or court rulings and district policies related to the
issues.
Collapse All
3. Approaching 3.7 points
Vaguely identifies existing laws or court rulings and district policies related to the
issues.
2. Insufficient 3.45 points
Ineffectively identifies existing laws or court rulings and district policies related to
the issues.
Case Analysis 6-8 10 points
Criteria Description
Case Analysis 6-8
5. Target 10 points
Identifies exceptional possible solutions to the issues and insightfully selects ideal
solutions for resolving the issues. Action steps and timeline are thoughtful and
realistic.
4. Acceptable 8.7 points
Identifies possible solutions to the issues and ambiguously selects solutions for
resolving the issues. Action steps and timeline are weak.
3. Approaching 7.4 points
Identifies logical possible solutions to the issues and appropriately selects
competent solutions for resolving the issues. Action steps and timeline are suitable.
2. Insufficient 6.9 points
Identifies incomprehensible solutions to the issues and selects poor solutions for
resolving the issues. Action steps and timeline are irrelevant.
1. No Submission 0 points
Not addressed.
Case Analysis 9 5 points
Criteria Description
Case Analysis 9
5. Target 5 points
Moral and legal consequences of proposed solutions are thorough and proficiently
explained.
4. Acceptable 4.35 points
Moral and legal consequences of proposed solutions are properly explained.
3. Approaching 3.7 points
Moral and legal consequences of proposed solutions are missing key details.
2. Insufficient 3.45 points
Moral and legal consequences of proposed solutions are incorrectly explained.
1. No Submission 0 points
Not addressed
Rationale 15 points
Criteria Description
Rationale
5. Target 15 points
Rationale compellingly explains how the proposed solutions: reflects professional
ethics, integrity, and fairness; promote ...
Topic Macro-SystemPossible Resources Law and Health Policy .docxjolleybendicty
Topic: Macro-System
Possible Resources:
Law and Health Policy | Healthy People 2020 (archive-it.org)
Bronfenbrenner's socio-ecological model - YouTube
1. Identify the chronic condition.
2. Discuss the biopsychosocial (biological/genetic, psychological, social) factors that influence the patient’s experience with the chronic condition chosen.
3. Provide a summary of two laws that are in place to support the patient in their daily lives as well as one law that needs to be improved to better support the patient, family, or both.
· Post must be a minimum of
300 words in length.
· APA Formatting
Curriculum Implementation Philosophy - Rubric
Philosophy: Curriculum Implementation and Grade 6 points
Criteria Description
Philosophy: Curriculum Implementation and Grade
5. Target 6 points
Personal philosophy comprehensively describes position regarding expectations of
future school’s curriculum implementation. Grade range is provided.
4. Acceptable 5.22 points
Personal philosophy clearly describes position regarding expectations of curriculum
implementation. Grade range is provided.
3. Approaching 4.44 points
Personal philosophy vaguely describes position regarding expectations of
curriculum implementation. Grade range is not provided.
2. Insufficient 4.14 points
Personal philosophy unrealistically describes position regarding expectations of
curriculum implementation. Grade range is not provided.
1. No Submission 0 points
Not addressed.
Philosophy: Cultural Inclusiveness 12 points
Criteria Description
Philosophy: Cultural Inclusiveness
5. Target 12 points
Personal philosophy thoroughly addresses cultural inclusiveness.
4. Acceptable 10.44 points
Personal philosophy reasonably addresses cultural inclusiveness.
3. Approaching 8.88 points
Collapse All
Personal philosophy unclearly addresses cultural inclusiveness.
2. Insufficient 8.28 points
Personal philosophy poorly addresses cultural inclusiveness.
1. No Submission 0 points
Not addressed.
Philosophy: Di�erentiation for Learning Needs and Tiered Intervention 12 points
Criteria Description
Philosophy: Differentiation for Learning Needs and Tiered Intervention
5. Target 12 points
Personal philosophy exceeds standards in addressing differentiating for learning
needs and creatively discusses options for tiered intervention.
4. Acceptable 10.44 points
Personal philosophy appropriately addresses differentiating for learning needs and
logically discusses options for tiered intervention.
3. Approaching 8.88 points
Personal philosophy marginally addresses differentiating for learning needs and
minimally discusses options for tiered intervention.
2. Insufficient 8.28 points
Personal philosophy ineffectively addresses differentiating for learning needs and
options for tiered intervention are irrelevant.
1. No Submission 0 points
Not addressed.
Philosophy: Technology 12 points
Criteria Description
Philosophy: Technology
5. Target 1.
Clinical Field Experience D Curriculum Action Plan - Rubric.docxrichardnorman90310
Clinical Field Experience D: Curriculum Action Plan - Rubric
Survey Results 9 points
Criteria Description
Survey Results
5. Target 9 points
Survey results provide new insight regarding teachers’ views of holes in the
curriculum and methods for filling these holes for students.
4. Acceptable 7.83 points
Survey results provide detailed consideration regarding teachers’ views of holes in
the curriculum and methods for filling these holes for students.
3. Approaching 6.66 points
Survey results are underdeveloped regarding teachers’ views of holes in the
curriculum and methods for filling these holes for students.
2. Insufficient 6.21 points
Survey results are unintelligible regarding teachers’ views of holes in the curriculum
and methods for filling these holes for students.
1. No Submission 0 points
Not addressed.
Map Di�erentiation 6 points
Criteria Description
Map Differentiation
5. Target 6 points
Summary thoughtfully addresses how the map differentiates to support the
individualized needs of students.
4. Acceptable 5.22 points
Summary logically addresses how the map differentiates to support the
individualized needs of students.
Collapse All
3. Approaching 4.44 points
Summary lacks detail in addressing how the map differentiates to support the
individualized needs of students.
2. Insufficient 4.14 points
Summary unfittingly addresses how the map differentiates to support the
individualized needs of students.
Instructional Strategies, Curriculum Materials, Technology 6 points
Criteria Description
Instructional Strategies, Curriculum Materials, Technology
5. Target 6 points
Summary substantially describes how the map incorporates the use of improving
differentiated instructional strategies, curriculum materials, and technology to
maximize high-quality instruction.
4. Acceptable 5.22 points
Summary concisely describes how the map incorporates the use of improving
differentiated instructional strategies, curriculum materials, and technology to
maximize high-quality instruction.
3. Approaching 4.44 points
Summary superficially evaluates how the map incorporates the use of improving
differentiated instructional strategies, curriculum materials, and technology to
maximize high-quality instruction.
2. Insufficient 4.14 points
Summary irrelevantly describes how the map incorporates the use of improving
differentiated instructional strategies, curriculum materials, and technology to
maximize high-quality instruction.
Strengths and Gaps 6 points
Criteria Description
Strengths and Gaps
5. Target 6 points
Summary extensively addresses the curriculum strengths supported by evidence-
centered research and specifically addresses any gaps in the curriculum.
4. Acceptable 5.22 points
Summary clearly addresses the curriculum strengths supported by evidence-
centered research and completely addresses any gaps in the curriculum.
3. Approaching 4.44 points
Summary inexplicitly addresses the curric.
Clinical Field Experience B Delivery of Higher-Order Thinking LesWilheminaRossi174
Clinical Field Experience B: Delivery of Higher-Order Thinking Lesson - Rubric
Collapse All
Lesson Summary
10.5 points
Criteria Description
Lesson Summary
5. Target
10.5 points
Brief but thoroughly described summary of the lesson delivered, including strategies and assessments, is provided.
4. Acceptable
9.14 points
Brief but clearly described summary of the lesson delivered, including strategies and assessments, is provided.
3. Approaching
7.77 points
Unfocused description of summary of the lesson delivered, including strategies and assessments, is provided.
2. Insufficient
7.24 points
Incomplete or insufficient description of summary of the lesson delivered, including strategies and assessments, is provided.
1. No Submission
0 points
Not addressed.
Higher-Order Thinking in Lesson
10.5 points
Criteria Description
Higher-Order Thinking in Lesson
5. Target
10.5 points
A thorough discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
4. Acceptable
9.14 points
A credible discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
3. Approaching
7.77 points
An underdeveloped discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
2. Insufficient
7.24 points
An ineffective discussion of the role of higher-order thinking in the lesson, including any higher-order questions or discussions that took place, is outlined.
1. No Submission
0 points
Not addressed.
Additional Higher-Order Thinking in Lesson
10.5 points
Criteria Description
Additional Higher-Order Thinking in Lesson
5. Target
10.5 points
A thoughtful, specific discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
4. Acceptable
9.14 points
A logical discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
3. Approaching
7.77 points
A vague discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
2. Insufficient
7.24 points
A flawed discussion of ways in which higher-order thinking could have been more deeply embedded into the lesson plan is provided.
1. No Submission
0 points
Not addressed.
Lesson Delivery Analysis and Feedback
10.5 points
Criteria Description
Lesson Delivery Analysis and Feedback
5. Target
10.5 points
Professionally described what was done well and what could have been done differently in lesson implementation.
4. Acceptable
9.14 points
Properly described what was done well and what could have been done differently in lesson implementation.
3. Approaching
7.77 points
Superficially described what was done well and what could have been done differently in lesson implementation.
2. Insufficient
7.24 points
Unconvincingly des ...
Module 01 Homework Assignment1. Define and briefly describe the IlonaThornburg83
Module 01 Homework Assignment
1. Define and briefly describe the different classes of microorganisms (including the terms Eukaryotes and Prokaryotes):
1. Eukaryotes -
a. Algae -
b. Fungi -
c. Protozoans –
2. Prokaryotes -
a. Bacteria -
b. Archae -
3. Viruses -
4. Prions -
2. Define the four main types of organic molecules. Be sure to describe their function and give examples of each
a. Carbohydrates -
b. Proteins -
c. Lipids -
d. Nucleic acids -
3. What does the term PPE stand for? What are common types of PPE that are worn in the lab or hospital setting?
4. Describe two ways in which microorganisms are used by us or by scientist/industry to improve our everyday lives. This is an applied microbiology question and answers should be directed towards this rather than normal function of microbes in the environment (including our gut microflora).
5. Identify two different types of staining techniques used with light microscopy. Describe the dyes used in these techniques and why they are used.
Creating a Classroom Management Plan - Rubric
Statement of Purpose and Rules 9 points
Criteria Description
Statement of Purpose and Rules
5. Target 9 points
Classroom management plan statement of purpose is mindful and comprehensive. Realistic classroom rules,
positive reinforcements, and consequences are thoughtfully designed.
4. Acceptable 7.83 points
Classroom management plan statement of purpose is clear and reasonable. Relevant classroom rules, positive
reinforcements, and consequences are clearly presented.
3. Approaching 6.66 points
Classroom management plan statement of purpose is vague. Description of classroom rules, positive
reinforcements, and consequences is provided, but missing key elements.
2. Insufficient 6.21 points
Classroom management plan statement of purpose is ineffective. Inadequate classroom rules, positive
reinforcements, and consequences are provided.
1. No Submission 0 points
Not addressed.
Procedures and Classroom Environment 9 points
Criteria Description
Collapse All
Procedures and Classroom Environment
5. Target 9 points
Classroom procedures and routines are realistically and thoughtfully designed. Classroom environmental
considerations are of high quality and ideal for meeting student needs.
4. Acceptable 7.83 points
Classroom procedures and routines are reasonably presented. Classroom environmental considerations are
mindful of student needs.
3. Approaching 6.66 points
Classroom procedures and routines are marginal. Classroom environmental considerations are missing key
elements and not clearly mindful of student needs.
2. Insufficient 6.21 points
Classroom procedures and routines are illogically presented. Classroom environmental considerations are
inappropriate for student needs.
1. No Submission 0 points
Not addressed.
Implementation Plan 13.5 points
Criteria Description
Implementation Plan
5. Target 13.5 points
Implementation plan proficiently explains how classroom ...
Case Study Special Education - RubricCase Analysis 1-3 5 MaximaSheffield592
Case Study: Special Education - Rubric
Case Analysis 1-3 5 points
Criteria Description
Case Analysis 1-3
5. Target 5 points
Analysis skillfully and convincingly summarizes the case, identifies the issues to be
resolved, and identifies the stakeholders involved in the issues.
4. Acceptable 4.35 points
Analysis accurately summarizes the case, identifies the issues to be resolved, and
identifies the stakeholders involved in the issues.
3. Approaching 3.7 points
Analysis minimally summarizes the case, identifies the issues to be resolved, and
identifies the stakeholders involved in the issues.
2. Insufficient 3.45 points
Analysis inadequately summarizes the case, identifies the issues to be resolved, and
identifies the stakeholders involved in the issues.
1. No Submission 0 points
Not addressed.
Case Analysis 4-5 5 points
Criteria Description
Case Analysis 4-5
5. Target 5 points
Identifies compelling existing laws or court rulings and district policies related to
the issues.
4. Acceptable 4.35 points
Clearly identifies existing laws or court rulings and district policies related to the
issues.
Collapse All
3. Approaching 3.7 points
Vaguely identifies existing laws or court rulings and district policies related to the
issues.
2. Insufficient 3.45 points
Ineffectively identifies existing laws or court rulings and district policies related to
the issues.
Case Analysis 6-8 10 points
Criteria Description
Case Analysis 6-8
5. Target 10 points
Identifies exceptional possible solutions to the issues and insightfully selects ideal
solutions for resolving the issues. Action steps and timeline are thoughtful and
realistic.
4. Acceptable 8.7 points
Identifies possible solutions to the issues and ambiguously selects solutions for
resolving the issues. Action steps and timeline are weak.
3. Approaching 7.4 points
Identifies logical possible solutions to the issues and appropriately selects
competent solutions for resolving the issues. Action steps and timeline are suitable.
2. Insufficient 6.9 points
Identifies incomprehensible solutions to the issues and selects poor solutions for
resolving the issues. Action steps and timeline are irrelevant.
1. No Submission 0 points
Not addressed.
Case Analysis 9 5 points
Criteria Description
Case Analysis 9
5. Target 5 points
Moral and legal consequences of proposed solutions are thorough and proficiently
explained.
4. Acceptable 4.35 points
Moral and legal consequences of proposed solutions are properly explained.
3. Approaching 3.7 points
Moral and legal consequences of proposed solutions are missing key details.
2. Insufficient 3.45 points
Moral and legal consequences of proposed solutions are incorrectly explained.
1. No Submission 0 points
Not addressed
Rationale 15 points
Criteria Description
Rationale
5. Target 15 points
Rationale compellingly explains how the proposed solutions: reflects professional
ethics, integrity, and fairness; promote ...
Topic Macro-SystemPossible Resources Law and Health Policy .docxjolleybendicty
Topic: Macro-System
Possible Resources:
Law and Health Policy | Healthy People 2020 (archive-it.org)
Bronfenbrenner's socio-ecological model - YouTube
1. Identify the chronic condition.
2. Discuss the biopsychosocial (biological/genetic, psychological, social) factors that influence the patient’s experience with the chronic condition chosen.
3. Provide a summary of two laws that are in place to support the patient in their daily lives as well as one law that needs to be improved to better support the patient, family, or both.
· Post must be a minimum of
300 words in length.
· APA Formatting
Curriculum Implementation Philosophy - Rubric
Philosophy: Curriculum Implementation and Grade 6 points
Criteria Description
Philosophy: Curriculum Implementation and Grade
5. Target 6 points
Personal philosophy comprehensively describes position regarding expectations of
future school’s curriculum implementation. Grade range is provided.
4. Acceptable 5.22 points
Personal philosophy clearly describes position regarding expectations of curriculum
implementation. Grade range is provided.
3. Approaching 4.44 points
Personal philosophy vaguely describes position regarding expectations of
curriculum implementation. Grade range is not provided.
2. Insufficient 4.14 points
Personal philosophy unrealistically describes position regarding expectations of
curriculum implementation. Grade range is not provided.
1. No Submission 0 points
Not addressed.
Philosophy: Cultural Inclusiveness 12 points
Criteria Description
Philosophy: Cultural Inclusiveness
5. Target 12 points
Personal philosophy thoroughly addresses cultural inclusiveness.
4. Acceptable 10.44 points
Personal philosophy reasonably addresses cultural inclusiveness.
3. Approaching 8.88 points
Collapse All
Personal philosophy unclearly addresses cultural inclusiveness.
2. Insufficient 8.28 points
Personal philosophy poorly addresses cultural inclusiveness.
1. No Submission 0 points
Not addressed.
Philosophy: Di�erentiation for Learning Needs and Tiered Intervention 12 points
Criteria Description
Philosophy: Differentiation for Learning Needs and Tiered Intervention
5. Target 12 points
Personal philosophy exceeds standards in addressing differentiating for learning
needs and creatively discusses options for tiered intervention.
4. Acceptable 10.44 points
Personal philosophy appropriately addresses differentiating for learning needs and
logically discusses options for tiered intervention.
3. Approaching 8.88 points
Personal philosophy marginally addresses differentiating for learning needs and
minimally discusses options for tiered intervention.
2. Insufficient 8.28 points
Personal philosophy ineffectively addresses differentiating for learning needs and
options for tiered intervention are irrelevant.
1. No Submission 0 points
Not addressed.
Philosophy: Technology 12 points
Criteria Description
Philosophy: Technology
5. Target 1.
Lesson Plan Template for Persons with Low Incidence Disabil.docxsmile790243
Lesson Plan Template for Persons with
Low Incidence Disabilities
Lesson plan created by:___________________________________________
Quality Lesson Components My Goals
Lesson Title
Subject Area
Lesson Time
State Standards Addressed
Explicitly communicated
Are displayed and referenced
Should address a state standard for reading, math, or science.
Objectives and Goals
Explicitly communicated
Are displayed and referenced
Aligned with standards and IEP
Connected to previous knowledge
Evidence of mastery of objective
Specific skill to be taught in this lesson.
Essential Questions
Are appropriate for individual’s ability
level.
What functional skill will be developed with this lesson.
Preparing for Instructional Plans My Thoughts
Materials
Are appropriate for the student.
Appropriate technology is incorporated.
Proloquo incorporated.
List materials needed:
Motivating Students
Content is personally meaningful and
relevant.
Learning experiences include practical
life skills to be used in individual’s
natural environment.
Reinforcement plan is appropriate for
the task and the individual.
Error correction is effectively planned.
Jot down your thoughts on how you will make this lesson meaningful
and reinforce self-concept and self-determination. This is a place for
brainstorming, not specific procedures.
Lesson Plan Template for Persons with
Low Incidence Disabilities
Task Analysis
Is adequately outlined
Is logically ordered
Write out a task analysis of the skill to be taught.
Presentation Plan
Structure is coherent with beginning,
middle, end and reflection.
Modeling is used to demonstrate
performance expectations.
Nonessential or confusing information is
omitted.
Multiple opportunities across
environments provided.
Multiple stimuli provided.
Reinforcement Schedule
Designed effectively
Designed to fade over time
Error Correction Plan
Designed effectively
Prompts
Meets the physical and cognitive needs
of the individual.
Designed to fade over time.
Jot down your thoughts on how you will present the lesson in a way
that encourages generalization of a functional skill. This is a place for
brainstorming ideas, not explicit procedure.
Lesson Plan Template for Persons with
Low Incidence Disabilities
Presenting the Lesson Procedures for My Lesson
Introducing the lesson
Gains attention of students.
Activates prior knowledge.
State how you will begin the lesson.
Activities
Support the lesson objectives
Meets needs as addressed in IEP.
Incorporates technology and proloquo.
Sustain students’ attention
Are continuously monitored for
understanding.
Are relevant to student.
Provide student-to-student interaction
Provide choices.
Incorporate resources beyond
classroom environment.
Can pro ...
TitleABC123 Version X1Coaching Plan for a School in T.docxherthalearmont
Title
ABC/123 Version X
1
Coaching Plan for a School in Transition Rubric
CUR/540 Version 3
2
University of Phoenix Material
Coaching Plan for a School in Transition Rubric
Note. An overall rating of Proficient (3) is required on this artifact.
Criteria
1 Unsatisfactory
2 basic
3 proficient
4 advanced
score
Explore all phases of the coaching cycle.
Issue or problem to be considered critically is stated without clarification or description.
Issue or problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and backgrounds unknown.
Issue or problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.
Issue or problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Incorporate research based goal setting strategies.
Information is taken from source(s) without any interpretation or evaluation.
Viewpoints of experts are taken as fact, without question.
Information is taken from source(s) with some interpretation or evaluation, but not enough to develop a coherent analysis or synthesis.
Viewpoints of experts are taken as mostly fact, with little questioning.
Information is taken from source(s) with enough interpretation or evaluation to develop a coherent analysis or synthesis.
Viewpoints of experts are subject to questioning.
Information is taken from source(s) with enough interpretation or evaluation to develop a comprehensive analysis or synthesis.
Viewpoints of experts are questioned thoroughly.
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Incorporate strategies for overcoming resistance.
Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.
Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).
Identifies own and others' assumptions and several relevant contexts when presenting a position.
Thoroughly ...
BUSI 642Thematic Integration of Faith and Learning RubricCri.docxfelicidaddinwoodie
BUSI 642
Thematic Integration of Faith and Learning Rubric
Criteria
Content
Levels of Achievement
98 Points
Advanced
Proficient
Developing
Not Present
Points Earned
Key Components
& Major Point Support
98-92 points
· Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements
· Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
· Student demonstrates a higher level of critical thinking necessary for doctoral-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions, which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
91-85 points
· Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
· Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
· Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the students above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with two or fewer errors.
84-1 points
· Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
· The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
· Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key.
Three Fundamental Principles For Crafting Assessment Tasks
Six Important Guidelines For Developing Multiple Choice Items
Five Guidelines For Developing Essay Items
APUS Assignment Rubric School of Security and Global Stud.docxjewisonantone
APUS Assignment Rubric
School of Security and Global Studies Rubric Features
• Rubric categories are evenly distributed – 20 points per category.
• Assignment settings equal 100 points for each assignment.
• Grade book is set for weighted categories (not points).
• Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
• Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria Exemplary
16-20
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for
the thesis and development of key themes. Introduction of thesis is not evident, and reader must
look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of
supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully
supported throughout the assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing linkages between thoughts. While
student has included a few supporting facts and statements, this has limited the quality of the
assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student
demonstrates an effective presentation of thesis, with most support statements helping to
support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined
and well-constructed to help guide the reader throughout the assignment. Student builds upon
the thesis of the assignment with well-documented and exceptional supporting facts, figures,
and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague
or incomplete in various segments. Student presents concepts in isolation, and does not perceive
to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course
material. Whereas, there are areas of some concerning in the linkages provided between facts
and supporting statements. Student generally explains concepts, but only meets the minimum
requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above
average ability in relating course content in examples given. Details and facts.
APUS Assignment Rubric School of Security and Global Stud.docxfestockton
APUS Assignment Rubric
School of Security and Global Studies Rubric Features
• Rubric categories are evenly distributed – 20 points per category.
• Assignment settings equal 100 points for each assignment.
• Grade book is set for weighted categories (not points).
• Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
• Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria Exemplary
16-20
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for
the thesis and development of key themes. Introduction of thesis is not evident, and reader must
look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of
supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully
supported throughout the assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing linkages between thoughts. While
student has included a few supporting facts and statements, this has limited the quality of the
assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student
demonstrates an effective presentation of thesis, with most support statements helping to
support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined
and well-constructed to help guide the reader throughout the assignment. Student builds upon
the thesis of the assignment with well-documented and exceptional supporting facts, figures,
and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague
or incomplete in various segments. Student presents concepts in isolation, and does not perceive
to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course
material. Whereas, there are areas of some concerning in the linkages provided between facts
and supporting statements. Student generally explains concepts, but only meets the minimum
requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above
average ability in relating course content in examples given. Details and facts ...
Interdisciplinary teaching and learning- objectives and assessmentAbhishek Nayan
There are several approaches of education like Interdisciplinary, Cross disciplinary and Multidisciplinary apprach. Interdisciplinary approach uses methods and concepts from different discipline to achieve its aims and objectives. Check the slides to know more.
You will present information on the AAC Tobii Dynavox I Seri.docxlillie234567
You will present information on the AAC Tobii Dynavox I
Series device and SNAP Core First Software.
The following objectives should be met:
1. Identify the AAC Device and communication APP
2. Discuss/demonstrate its function, use specs, and the
population it is best suited for
3. Identify research, evidence of efficacy, list pros and
cons of the device/app
4. Use 3D visuals and video of demonstrating how it is
used
5. Steps the individual that it is best suited for needs to
take for improvement.
6. Roles of the speech pathologist and who they would
collaborate with.
7. Resources
8. At least 8-10 slides with slide transcript
.
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Lesson plan created by:___________________________________________
Quality Lesson Components My Goals
Lesson Title
Subject Area
Lesson Time
State Standards Addressed
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Objectives and Goals
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Are displayed and referenced
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Write out a task analysis of the skill to be taught.
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Criteria
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2 basic
3 proficient
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Issue or problem to be considered critically is stated without clarification or description.
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Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
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Criteria
Content
Levels of Achievement
98 Points
Advanced
Proficient
Developing
Not Present
Points Earned
Key Components
& Major Point Support
98-92 points
· Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements
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· Student demonstrates a higher level of critical thinking necessary for doctoral-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions, which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
91-85 points
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· Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
· Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the students above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with two or fewer errors.
84-1 points
· Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
· The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
· Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key.
Three Fundamental Principles For Crafting Assessment Tasks
Six Important Guidelines For Developing Multiple Choice Items
Five Guidelines For Developing Essay Items
APUS Assignment Rubric School of Security and Global Stud.docxjewisonantone
APUS Assignment Rubric
School of Security and Global Studies Rubric Features
• Rubric categories are evenly distributed – 20 points per category.
• Assignment settings equal 100 points for each assignment.
• Grade book is set for weighted categories (not points).
• Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
• Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria Exemplary
16-20
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for
the thesis and development of key themes. Introduction of thesis is not evident, and reader must
look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of
supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully
supported throughout the assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing linkages between thoughts. While
student has included a few supporting facts and statements, this has limited the quality of the
assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student
demonstrates an effective presentation of thesis, with most support statements helping to
support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined
and well-constructed to help guide the reader throughout the assignment. Student builds upon
the thesis of the assignment with well-documented and exceptional supporting facts, figures,
and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague
or incomplete in various segments. Student presents concepts in isolation, and does not perceive
to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course
material. Whereas, there are areas of some concerning in the linkages provided between facts
and supporting statements. Student generally explains concepts, but only meets the minimum
requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above
average ability in relating course content in examples given. Details and facts.
APUS Assignment Rubric School of Security and Global Stud.docxfestockton
APUS Assignment Rubric
School of Security and Global Studies Rubric Features
• Rubric categories are evenly distributed – 20 points per category.
• Assignment settings equal 100 points for each assignment.
• Grade book is set for weighted categories (not points).
• Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
• Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria Exemplary
16-20
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for
the thesis and development of key themes. Introduction of thesis is not evident, and reader must
look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of
supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully
supported throughout the assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing linkages between thoughts. While
student has included a few supporting facts and statements, this has limited the quality of the
assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student
demonstrates an effective presentation of thesis, with most support statements helping to
support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined
and well-constructed to help guide the reader throughout the assignment. Student builds upon
the thesis of the assignment with well-documented and exceptional supporting facts, figures,
and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague
or incomplete in various segments. Student presents concepts in isolation, and does not perceive
to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course
material. Whereas, there are areas of some concerning in the linkages provided between facts
and supporting statements. Student generally explains concepts, but only meets the minimum
requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above
average ability in relating course content in examples given. Details and facts ...
Interdisciplinary teaching and learning- objectives and assessmentAbhishek Nayan
There are several approaches of education like Interdisciplinary, Cross disciplinary and Multidisciplinary apprach. Interdisciplinary approach uses methods and concepts from different discipline to achieve its aims and objectives. Check the slides to know more.
Similar to Supervising and Coaching Special Education Teachers - Rubric.docx (20)
You will present information on the AAC Tobii Dynavox I Seri.docxlillie234567
You will present information on the AAC Tobii Dynavox I
Series device and SNAP Core First Software.
The following objectives should be met:
1. Identify the AAC Device and communication APP
2. Discuss/demonstrate its function, use specs, and the
population it is best suited for
3. Identify research, evidence of efficacy, list pros and
cons of the device/app
4. Use 3D visuals and video of demonstrating how it is
used
5. Steps the individual that it is best suited for needs to
take for improvement.
6. Roles of the speech pathologist and who they would
collaborate with.
7. Resources
8. At least 8-10 slides with slide transcript
.
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Task· This is an individual task. · The task focuses on areas .docxlillie234567
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.
Team ProjectMBA687What it is…The team project in MBA68.docxlillie234567
Team Project
MBA687
What it is…
The team project in MBA687 gives you, the learner and person who is one course away from an MBA:
The opportunity to demonstrate that you can work as a member of a high-functioning team to complete a complex analysis, synthesis and presentation task.
The opportunity to demonstrate mastery of the knowledge and skills that you have acquired through the MBA program.
Where to find information in the syllabus, 1
Page 6
Group Case Study
Prior to the start of Unit 7, students will be assigned into groups of no more than 4 students per group. Each group will be assigned to complete a case study chosen by the instructor from 20 cases located in Appendix C. The 20 case materials can be found in the required textbook (see Appendix C for relevant page numbers). Group case studies should follow the same requirements as the writing assignments stated above. Group case studies are due in Unit 7. Earlier submissions are encouraged.
Also from Page 6
Writing Assignments
Writing assignments must be APA compliant and include a title page, appropriate citations, and references.
Where to find information in the syllabus, 2
Appendix C (Page 24)
This was the list from which your team selected its case
Pages 43-45
This is the rubric (grading guide) that the instructor will use to evaluate and grade the team’s submission.
General outline for the submission
This submission is much like one that you would present in a workplace situation. Imagine that you are presenting your findings on the case to senior management of your company, or to the board of directors.
For your paper, use the outline found in Table 2, page C-6 of your text.
Strategic Profile and Case Analysis Purpose
Situation Analysis
A. General environmental analysis
B. Industry analysis
C. Competitor analysis
D. Internal analysis
III. Identification of Environmental Opportunities and Threats and Firm Strengths and Weaknesses (SWOT Analysis)
Strategy Formulation
A. Strategic alternatives
B. Alternative evaluation
C. Alternative choice
Strategic Alternative Implementation
A. Action items
B. Action plan
Parts I, II and II
Parts I, II and III are much like the introduction, external analysis and internal analysis that you did for your individual project.
The author provides a list of things that you can consider about the external analysis of the industry in Table 3 (C-7)
The author discusses industry analysis (C-6), competitor analysis (C-7) and industry analysis (C-8). It will be helpful to review these areas, even though you have done your individual projects.
In the following pages, the author suggests many tools that you can use to analyze the company and its industry.
Strategy in the paper, 1
Strategy formulation
This is your team’s recommendations for the company
Recommendations should be either business level strategy alternatives or corporate level strategy alternatives.
Recommendations should be based on and sup.
T he fifteen year-old patient was scheduled for surgery on t.docxlillie234567
T he fifteen year-old patient was
scheduled for surgery on the right
side of his brain to remove a right tem-
poral lobe lesion that was believed to be
causing his epileptic seizures.
The surgery began with the sur-
geon making an incision on the left
side, opening the skull, penetrating the
dura and removing significant portions
of the left amygdala, hippocampus and
other left-side brain tissue before it was
discovered that they were working on
the wrong side.
The left-side wound was closed,
the right side was opened and the pro-
cedure went ahead on the right, correct
side.
The error in the O.R. was revealed
to the parents shortly after the surgery,
but only as if it was a minor and incon-
sequential gaffe.
The patient recuperated, left the
hospital, returned to his regular activi-
ties and graduated from high school
before his parents could no longer deny
he was not all right. After a thorough
neurological assessment he had to be
placed in an assisted living facility for
brain damaged individuals.
When the full magnitude of the
consequences came to light a lawsuit
was filed which resulted in a $11 mil-
lion judgment which was affirmed by
the Supreme Court of Arkansas.
A circulating nurse has a le-
gal duty to see that surgery
does not take place on the
wrong side of the body.
The preoperative documents
failed to identify on which side
the surgery was to be done.
It was below the standard of
care for the circulating nurse
not to notice that fact and not
to seek out the correct infor-
mation.
SUPREME COURT OF ARKANSAS
December 13, 2012
Operating Room: Surgical Error Blamed, In
Part, On Circulating Nurse’s Negligence.
Surgical Error Blamed, In Part, On
Circulating Nurse’s Negligence
The Court accepted the testimony
of the family’s nursing expert that a
circulating nurse has a fundamental
responsibility as a member of the surgi-
cal team to make sure that surgery is
done on the correct anatomical site,
especially when it is brain surgery.
The circulating nurse is supposed
to understand imposing terms like se-
lective amygdala hippocampectomy
and know the basics of how it is sup-
posed to be done.
Hospital policy called for the sur-
geon, the anesthesiologist, the circulat-
ing nurse and the scrub nurse or tech to
take a “timeout” prior to starting a sur-
gical case for final verification of the
correct anatomical site.
The circulating nurse should have
available three essential documents, the
surgical consent form, the preoperative
history and the O.R. schedule.
The full extent of the error, that is,
a full list of the parts of the brain that
were removed from the healthy side,
should have been documented by the
circulating nurse, and failure to do so
was a factor that adversely affected the
patient’s later medical course, the pa-
tient’s nursing expert said. Proassur-
ance v. Metheny, __ S.W. 3d __, 2012 WL
6204231 (Ark.
Study Participants Answers to Interview QuestionsParticipant #1.docxlillie234567
Study Participants Answers to Interview Questions
Participant #1:
1. What are the disparities between jail and youth rehabilitation for African American offenders?
a. African Americans will be imprisoned more than their white counterparts who will be given rehabilitation, institutional racism exists, and the system will spend more man hours and time dealing with white offenders than black offenders.
2. What are some social issues that African American juveniles are faced with?
a. Sociocultural stigmas, single-parent households, inadequate educational systems, poor role models, and single-parent households
3. Why are African American male juveniles not offered other means of rehabilitative punishments?
a. The New Jim Crow is our correctional system, which seeks to fill jail cells by incarcerating more black and Latino people who are then utilized as enslaved people in the system for huge corporations and the US Government. The system indicates they are not receptive and will not change.
4. What effects does the existing jail and punishment system have on this population?
a. Demeaning and discouraging—we should fund educational aid, mental health services, and instruction. Providing people with helpful tools, role models, and direction will also help them become contributing members of society
Participant #2:
1. Youth rehabilitation centers should provide mechanisms to prevent offenders from committing crimes but in order to effectively do that the differences amongst AA juveniles and other races must be addressed, while jail just allows for a separation from society to think about the crime.
2. African American male juveniles are faced with a predetermined
perception of being criminals as well as a lack of resources in their communities to educate them on the different career paths & trades that exist.
3. The funding doesn’t exist to provide other rehabilitative opportunities in AA communities.
4. The existing punishment system allows offenders to be separated from the public but it doesn’t provide them with any resources to be successful once their time is complete. Not addressing the underlying issues of how they entered the system as well as how to they can live a successful life after now being labeled as a criminal normally results in repeat offenders.
Participant #3:
1. The youth aren’t getting the proper guidance, mental healthcare and attentiveness in jail. They’re already “written off” which leads to them believing what they’re being taught and increasing the likelihood of them becoming repeat offenders. In youth rehab, you’re given a second chance, you’re being taught how to manage your mental and emotional state. You are being prepared for the world.
2. Prejudice. Are seen as thugs, no good. Etc. don’t have proper resources to get them back on their feet. Difficulty getting jobs, getting into school once released.
3. Unsure, but I’m sure it’s race.
4. You can become in.
STUDENT REPLIES
STUDENT REPLY #1 Vanessa Deleon Guerrero
When conducting surveillance, you are closely monitoring a person’s activities. Investigators or detectives watch their every move, at home, work, where they eat, shop all while being unnoticeable. When detectives conduct surveillance, they still need to ensure that they are respecting the person’s privacy. For example, detectives will not take photos of the person while they are in the shower. If the person is outside or in an area that has public view, then they can take photos of that person. They must conduct their surveillance in an orderly manner, without causing panic to the public in order to ensure public safety.
Private companies such as Facebook, Instagram or twitter are used for people to express themselves. However, what is posted on their social media becomes public and they make their lives public for everyone to see. If someone posted that they were just at a park where a shooting happened, law enforcement can use that to interview them because it puts them at the scene of the crime. However, private companies, for example like phone companies should not use data like text messaging for their benefit. They should not be allowed to read their customers’ messages or listen in on their phone calls. That is a true invasion of privacy.
Reference
Brandl, S. (2018). Criminal investigation (4th ed.). Thousand Oaks, CA: SAGE Publications.
Bedi, M. (2016). The curious case of cell phone location data: Fourth Amendment doctrine mash-up Links to an external site... Northwestern University Law Review, 110(2), 507–524
STUDENT REPLY #2 Danielle Berlus
Hello everyone, when I think of surveillance, I think of all the places that they put cameras like the ones at streetlights that catch you speeding or when they are looking for a suspect and they look to facial recognition devices. I think it is hard to balance what is expected to be private. I don't think anything is private anymore except possibly the bathrooms and even then, someone maybe recording you. Our cell phones I think are being monitored by so many companies and even those who want to steal our personal data as well.
"The government tracks movements through the acquisition of cell phone location data: historical cell phone location data, real-time cell phone location data, and actively "pinging" a cell phone for location data. Cell phone providers store location data as the normal part of their business of providing service. Police, in turn, can request that cell phone providers hand over this location data for a suspect over a set period of time. This information is classified as historical cell phone location data. This data stands in contrast to real-time location data. Whereas the former focuses on past locations, real-time data provides locations as they actually occur. Here, cell phone providers, upon request, give police contemporaneous data on the location of the nearest cell tower for tracking p.
Student Name
BUS 300 Public Relations
[Insert Instructor’s Name]
Month Date Year
BUS300 PR Plan Part 2 Outline
This paper will be a revised and expanded version of Developing a Public Relations Plan, Part 1 assignment in Week 4. Your paper should have a section with the bolded headers below. Ensure you have a section that discusses each of these:
Mix Media
In this section, you will describe the mix of media you would use to implement your public relations campaign and explain in detail your objectives for each media form. Include traditional and twenty-first- century integrated marketing communication strategies in your discussion. (This section should be at least three paragraphs).
Government Relations
In this section you will describe the government relations tactics you would use as part of your public relations campaign, and explain in detail how these tactics will help you achieve your objectives. In great detail explain how these tactics will help you achieve your objectives. (This section should be at least two paragraphs).
Community Relations
In this section please explain in detail how you can take advantage of community relations to generate positive publicity for your organization. (This section should be at least two paragraphs).
News Release
Draft a news release that you will use in your public relations campaign (Chapter 15). Explain in detail how the content, style, and essentials of your news release will help you persuade the public to your point of view. Use information from Chapter 15 as support. Describe the key elements of writing to consider when responding to a public relations crisis or scandal. (Your news release should be similar to the example provided in the book).
Crisis Management
In this section you will explain the five planning issues related to crisis management that can be employed to mitigate the scandal or risks (Chapter 17). (This section should be at least four to five paragraphs).
Additional Requirements
Remember to Include in-text citations when presenting information from other sources. You should begin your search for sources in the Strayer Library. Use a minimum of three credible, relevant, and appropriate sources. After you conclude the paper, you will need a separate page that includes your references. Include a sources page at the end of your paper.
Please ensure you proofread your paper and summarize when providing in-text citations.
1. Enter your first source entry here.
2. Enter your second source entry here.
3. Enter your third source entry here.
image1.png
BUS 300 Public Relations
Dr. Tenielle Buchanan
October 30, 2022BUS300 PR Plan Part 1 Outline
Your paper should have a section with the bolded headers below. Ensure you have a section that discusses each of these:
Name of organization
The United States-based publication Rolling Stone magazine is a news magazine that covers articles on current events relating to music, contempo.
Statistical Process Control 1 STATISTICAL PROCESS .docxlillie234567
Statistical Process Control 1
STATISTICAL PROCESS CONTROL
by XXXXXXXX
Student ID: 2XXXXXXX
University of Northampton
(Amity Global Institute Pte Ltd, Singapore)
Managing Operations and The Supply Chain
Dr. Melvin Goh
BSOM046
BSOM046-SUM-1920-ES1-Statistical Process Control
18 Oct XXXX
Word Count: 1600 (± 50)
Statistical Process Control 2
Table of Content
1. Introduction………………………………………………………………….3
2. Literature Review……………………………………………………………3
3. Methodology…………………………………………………………………5
4. Case Study Analysis…………………………………………………………9
5. Recommendation…………………………………………………………….15
6. Conclusion…………………………………………………………………...17
7. References……………………………………………………………………18
8. Appendix……………………………………………………………………..22
Statistical Process Control 3
STATISTICAL PROCESS CONTROL
INTRODUCTION
This report will provide a literature review of the concept and relevance of statistical process
control (SPC) from its inception until the present day. A case study of Waterside’s Leather
Limited (WLL) using the temperature data of its combined effluent discharge over one hundred
and twenty days will be conducted, and a recommendation will also be proposed.
LITERATURE REVIEW
Man has always tried to imitate and better his competitors to develop a better and cheaper
product or service. This idea was as crucial for the hunter-gatherer as it is for the manufacturing
industry after many millennia. This awareness led to the requirement of apprentices having to
follow in the footsteps of the master craftsmen for many years until they could become masters
in their craft. However, this was not a scientifically tabulated and monitored process.
Bradford and Miranti (2019) state that “it was in 1924 that Walter A. Shewhart introduced the
use of control charts to evaluate data distribution patterns to determine whether manufacturing
processes remain under control at Bell Telephone Laboratories”. He also introduced the terms
of variation in the process which comprises of common cause and special cause variation
(Subhabrata and Marien, 2019).
SPC is a technique for controlling processes to distinguish causes of variation and signal for
corrective action (Chen 2005 cited in Avakh and Nasari 2016). While some say that “SPC is
the use of statistically based tools and techniques principally for the management and
Statistical Process Control 4
improvement of processes” (Stapenhurrst, 2005), others say that “SPC is not really about
statistics or control, it is about competitiveness” (Oakland and Oakland, 2018).
Figure 1: A typical Control Chart
(Graph from https://learning.oreilly.com/library/view/nonparametric-statistical-process/9781118456033/c02.xhtml#head-2-
18)
The USA War Department used these methods to enhance the quality of products during World
War II. W.E Deming used Shewhart’s cycle in his quality training in Japan in 1950 but made
a new version stress.
Student 1 Student Mr. Randy Martin Eng 102 MW .docxlillie234567
Student 1
Student
Mr. Randy Martin
Eng 102 MW
6 December 2010
The Tragedy of Othello
The “Devil” throughout the ages has been referred to by many names; accuser, adversary,
enemy, and thief among others, no matter what title is given he is universally accepted as the
purest and ultimate form of evil. In William Shakespeare’s play, The Tragedy of Othello,
Shakespeare uses the element of drama of character to create a villain that embodies absolute
wickedness, a human form of the author of evil. The character Shakespeare creates to serve as
the ultimate antagonist is none other than “honest Iago.” Iago’s character is the best
representation of an elusive villain whose clever abilities to deceive and persuade bring
catastrophic destruction like that of an unexpected, nearly invisible black ice. Shakespeare uses
the character to advance the theme that mankind has the ability to be influenced and even driven
to engage in repulsive and devastatingly horrendous acts towards to each other. Iago himself is
driven and influences the actions Casio, Othello, and Rodrigo.
Spurred by jealousy and the pain of an injured pride Iago observes the man who was
granted/appointed the position he believed to have deserved and conceives a plan for taking
Cassio(this man) out. The character Cassio is deceived and manipulated by Iago in two manners.
First Iago sets up Cassio to betray himself and be demoted and then later uses Cassio as a pawn
to play into an even greater and more elaborate act of revenge against Othello.
Giving into anger and jealousy, Iago devises a plan to crush Cassio and satiate the pain of
Student 2
being passed over, Shakespeare writes:
I: With as little
a web as this will I ensnare as great a fly as Cassio. Ay, smile upon her, do!
I will gyve thee in thine own courtship…
If such tricks as these strip you out of your lieutenantry, (2.1.162-4)
Critic August Schlegel notes, “…he spreads his nets with a skill which nothing can escape.” The
devastation of being passed over for the position drove Iago to exact revenge on the unknowing
bystander, Cassio. Pride is a powerful internal motivator that takes a tremendous toll on those
who allow it contribute to their actions or control their thoughts. It is easy to give into the
feelings of being wronged and turn an evil eye rather than applauding another in their success.
More commonly found in relationships is the mentality of if I can’t have him nobody will.
With ease and grace Iago is able to show Cassio false sympathy and gain trust that allows
him to direct Cassio’s actions, by creating false hope. Shakespeare writes:
I: …, I could heartily wish this had not
befall’n; but since it is as it is, mend it for your own good.(2.3.270-1)
I: I tell you what you
shall do. Our general’s wife is now the general...
confess yourself freely to her; importune her help
to put you in your place again. She is of so free, .
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Logan Stevens
English Composition II
December 20, 2019
Where’s the Beef?: Ethics and the Beef Industry
Americans love their beef. Despite the high rate of its consumption, in recent years
people in the United States have grown increasingly concerned about where their food comes
from, how it is produced, and what environmental and health impacts result from its production.
These concerns can be distilled into two ethical questions: is the treatment of cattle humane and
is there a negative environmental impact of beef production? For many, the current methods of
industrial beef production and consumption do not meet personal ethical or environmental
standards. Therefore, for ethical and environmental reasons, people should limit their beef
consumption.
The first ethical question to consider is the humane treatment of domesticated cattle. It
has been demonstrated in multiple scientific studies that animals feel physical pain as well as
emotional states such as fear (Grandin & Smith, 2004, para. 2). In Concentrated Animal Feeding
Operations (CAFOs), better known as “factory farms” due to their industrialized attitude toward
cattle production, cattle are often confined to unnaturally small areas; fed a fattening, grain-based
diet; and given a constant stream of antibiotics to help combat disease and infection. In his essay,
“An Animal’s Place,” Michael Pollan (2002) states that beef cattle often live “standing ankle
Comment [SL1]: Hi Logan! This is a great title.
Comment [SL2]: It will help strengthen your opening
sentence to include some sort of facts or statistics about
beef consumption in America.
Comment [SL3]: Throughout your essay, you talk about
more than just limiting the consumption of beef. How could
you strengthen your Thesis Statement to connect all of
those points?
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
deep in their own waste eating a diet that makes them sick” (para. 40). Pollan describes
Americans’ discomfort with this aspect of meat production and notes that they are removed from
and uncomfortable with the physical and psychological aspects of killing animals for food. He
simplifies the actions chosen by many Americans: “we either look away—or stop eating
animals” (para. 32). This decision to look away has enabled companies to treat and slaughter
their animals in ways that cause true suffering for the animals. If Americans want to continue to
eat beef, alternative, ethical methods of cattle production must be considered.
The emphasis on a grain-based diet, and therefore a reliance on mono-cropping, also
contributes to the inefficient use of available land. The vast majority of grain production (75-
90% depending on whether corn or soy) goes to feeding animals rather than humans, and cattle
alone .
STORY TELLING IN MARKETING AND SALES – AssignmentThe Ethic.docxlillie234567
STORY TELLING IN MARKETING AND SALES – Assignment
The Ethics of Storytelling
Assignment Description:
During the past week in class, we learned that all brand stories need to have a strong ethical foundation. Brands need to create and distribute messages that are honest and convey their corporate values.
FOR THIS ASSIGNMENT, “CHOOSE ANY 1” OF THE FOLLOWING SHORT VIDEOS TO WRITE ABOUT:
· “Apple 2013 Christmas commercial”
https://www.youtube.com/watch?v=03KQTCEM08k
· “WestJet Christmas Miracle”
https://www.youtube.com/watch?v=zIEIvi2MuEk&t=9s
For the video you choose, answer the following questions about the story that is being told:
(minimum 350 words, combine 1 to 5)
1. Does this story affirm the company’s core values? Why or why not?
2. Does this story foster trust with each and every stakeholder? Why or why not?
3. Does this story help build relationships? Why or why not?
4. Does this story showcase diverse and inclusive behaviors?
5. Does this story honor the company’s commitments and promises to its customers? Why or why not?
Note: Write a minimum of 350 words for above 5 questions, conveying your own thoughts and views.
image1.png
CHCCCS023 Learner Guide Version 1.1 Page 1 of 59
CHCCCS023
Support independence and
wellbeing
Learner Guide
CHCCCS023 Learner Guide Version 1.1 Page 2 of 59
Table of Contents
Unit of Competency ..................................................................................................................... 5
Application ...................................................................................................................................... 5
Unit Sector ...................................................................................................................................... 5
Performance Criteria ....................................................................................................................... 6
Foundation Skills ............................................................................................................................. 8
Assessment Requirements .............................................................................................................. 9
1. Recognise and support individual differences.......................................................................... 12
1.1 – Recognise and respect the person’s social, cultural and spiritual differences ........................ 13
Individual differences .................................................................................................................... 13
Social differences .......................................................................................................................... 13
Cultural differences ....................................................
STEP IV CASE STUDY & FINAL PAPERA. Based on the analysis in Ste.docxlillie234567
STEP IV: CASE STUDY & FINAL PAPER
A. Based on the analysis in Step III, choose which theory best applies to this situation. Add any arguments justifying your choice of these ethical principles to support your decision.
Consequentialism (Utilitarian) Theory
Deontology Theory
Kant’s Categorical Imperative Principle
Social Contract Theory
Virtue Ethics Theory
NAME THE THEORY HERE: Deontology Theory
B. Explain your choice above: THIS AREA SHOULD BE 4-7 sentences or roughly 100-200 words.
Deontology is an approach to Ethics that focuses on the rightness or wrongness of actions themselves I choose this because ethical actions based on normative theories can be effective in developing better privacy practices for organizations. A business should be able to admit to making a mistake. This is especially important to shareholders, employees, and other stakeholders.It is important for businesses to operate with transparency. Consumers need to be able to trust what businesses present to them.
C. Your decision: What would you do? Why? List the specific steps needed to implement your defensible ethical decision. THIS AREA SHOULD BE 2 OR MORE PARAGRAPHS (250-350 words).
Deontology is a theory of ethics that suggests that actions can either be bad or good when judged based on a clear set of rules. So what I would do is set these rules in place. Businesses/companies should uphold the ethical standard of respect. People personal data shouldn’t be treated as ends rather than means. Companies should keep personal data about their customers/users and should be expected to keep this information private out of respect for these individual’s privacy.
Another rule, Businesses/companies should uphold complete transparency. This builds not only trust, but help builds a relationship with the users/customers. And if they don’t enclosed information the company’s actions would be considered unethical and wrong. Another rule is that there should always be accountability. A business/company should always be able to admit to making a mistake. This is especially important to shareholders, and stakeholders. They should be able to own up to missteps even when this could have serious consequences. With these rules emplaced it would be more ethical.
D. What longer-term changes (i.e., political, legal, societal, organizational) would help prevent your defined dilemma in the future? THIS AREA SHOULD BE 2 OR MORE PARAGRAPHS (250-350 words).
My dilemma is the misuse of personal information and data. Not just in social media but, also companies and business. One of the obvious ways to stop this dilemma is to make it that companies aren’t allowed to collect and store our personal data. User data can legally be sold as long as legal conditions for its collection and sale have been met and there isn’t any regulation against it. Our data is being sold for profit. This shouldn’t be allowed. There should be laws and regulations against that. They are the only ones benefiting.
Step 1Familiarize yourself with the video found here .docxlillie234567
Step 1:
Familiarize yourself with the video found here:
Link to Who Leads Us? video
AND the website associated with the video, located here:
Who Leads Us?
AND the website of your Representative in the United States House:
The US House of Representatives
Step 2:
After learning about Reflective Democracy across the United States it is time to learn about how it affects you. Begin by examining yourself and your surrounding community. How would you describe your cultural background? How would you describe the cultural background of your US Representative? How would you describe the cultural background of the district that he or she represents (and that you are a part of)? Compare and contrast the culture of the district to the culture of your Representative. Compare and contrast the culture of your Representative and your culture. Compare and contrast your culture with the culture of the district that you live. Where do you see the greatest differences between cultures? What are some advantages and disadvantages of these cultural differences? How would you work to bridge the divide between cultures? (SR 1)Step 3:
Find a policy issue that your Representative has taken a stand on. Explain that issue in detail. Once you have explained the issue, provide information on where your representative stands on the issue. Where do you stand on the issue? What do you believe should be done? What might be another alternative solution? Thinking about your ideas on the issue who might object to your viewpoint and what might their objections be? Once you’ve laid out their objections, respond to them, and explain, with logic, why your perspective is correct and your opponents’ objections are mistaken. (PR 1 and PR 2)Step 4:
Now that you have officially staked out a policy position, you need to think about how to get it put into action. Who in the government, and who in your community. do you believe should be involved? What specific actions should you (and those in the community) take? Why is it important to get your community involved and what will be the benefits of activating people to the cause? (SR 2)Step 5:
Let’s assume that you are successful in your efforts, and you achieve your policy goal. What do you believe will be the consequences of putting this policy into practice? How far reaching do you think the consequences will be for your community? Your state? Your country? What do you think will be the effects over the short term? Over the long term? Be sure to mention both positive and negative consequences that might result? (PR 3)
.
Statistical application and the interpretation of data is importan.docxlillie234567
Statistical application and the interpretation of data is important in health care. Review the statistical concepts covered in this topic. In a 800-1,000 words paper, discuss the significance of statistical application in health care. Include the following:
1. Describe the application of statistics in health care. Specifically discuss its significance to quality, safety, health promotion, and leadership.
2. Consider your organization or specialty area and how you utilize statistical knowledge. Discuss how you obtain statistical data, how statistical knowledge is used in day-to-day operations and how you apply it or use it in decision making.
Three peer-reviewed, scholarly or professional references are required.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
RUBRICS:
1, Application of statistics in health care is described in detail. The significance to quality, safety, health promotion, and leadership is described thoroughly for all criteria. Strong information and rationale is provided to fully illustrate the application of statistics, and its significance, to health care and the specific areas.
2, Application of statistical knowledge to organization or specialty area is thoroughly discussed. How statistical data are obtained, used in day-to-day operations, or applied in decision making is described in detail. The ability to understand and apply statistical data is clearly demonstrated.
3, Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
4, Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5, Writer is clearly in command of standard, written, academic English
6, Paper Format (use of appropriate style for the major and assignment)
Compañías utilizando la Inteligencia Artificial
La Inteligencia Artificial es un campo donde se combina las ciencias de las computadoras y bases de datos para ayudar a resolver problemas o para simular Inteligencia Humana. Comprende varios subcampos donde se utilizan varios métodos en los cuales se pueden mencionar los más comunes que son: las maquinas aprendiendo o Machine Learning y el aprendizaje profundo o Deep Learning. Estos métodos o disciplinas están comprometidas con los Algoritmos de la Inteligencia Artificial que buscan crear sistemas expertos que pueden hacer predicciones o clasificaciones basadas en una data introducida por un usuario. Algunas de las funciones primarias de la Inteligencia Artificial varían entre razonar, aprender, resolver problemas, toma de decisiones y principalmente entender el comportamiento humano. Este concepto esta formado por dos tipos de acercamientos, el primero es el acercamiento humano y el acercamiento ideal. Cuando hablamos del acercamiento humano, estamos emprendiendo sistemas que piensan y actúan como humanos. El acercami.
SOURCE: http://eyeonhousing.org/2013/09/24/property-tax-remains-largest-revenue-source/
Property tax comes from housing. More new construction means more property taxes collected. The
better (so more expensive the home) the more property taxes collected. Defaults, foreclosures can
drive down house values and reduce property taxes. You are simply trying to understand some
forecasting regarding the future (maybe near-term future) of property taxes to be collected. CERNIK
Property Tax Remains Largest Revenue Source
According to the latest data from the Census Bureau, taxes paid by homeowners and other real
estate owners remain the largest single source of revenue for state and local governments. At
34%, property taxes represent a significantly larger share than the next largest sources: individual
income taxes (24%) and sales taxes (21%).
State and local government property tax collections continue to increase on a nominal basis.
From the third quarter of 2012 through the end of the second quarter of 2013, approximately
$479 billion in taxes were paid by property owners. This was a small increase from the
previous trailing four-quarter record of $477 billion, set last quarter.
The modest changes throughout the Great Recession in nominal state and local government
property tax collections are due in large part to lagging property assessments and the ability of
local jurisdiction to make annual adjustments to tax rates. In general, declining property values
are not reflected in the system until a few years after the decline occurs. Once assessments are
updated, property tax authorities can adjust rates thus maintaining a desired level of collection.
http://eyeonhousing.org/2013/09/24/property-tax-remains-largest-revenue-source/
http://www.census.gov/govs/qtax/
http://eyeonhousing.files.wordpress.com/2013/09/piechart.png
As state and local government property tax collections increased in recent years, the share of
local tax collections due to property taxes fell from a high of 37.4% in the second quarter of
2010 to the current share of 33.5%. The average share for property taxes since 2000 is 32.4%.
The changing share of local collections is due predominantly to fluctuations in all other tax
receipts. State and local individual income tax, corporate income tax, and sales tax collections
are very responsive to changing economic conditions. For example, in the second quarter of 2009
state and local governments collected $76 billion in individual income tax. In the second quarter
of 2013, the most recent, state and local governments collected $114 billion in individual income
tax. The dramatic 50% increase in state and local individual income tax receipts is due to
improving economic conditions, rising incomes, and higher rates in several states.
http://eyeonhousing.files.wordpress.com/2013/09/chart_13.png
The S&P/Case-Shiller House Price Index – National Index grew by 7.1% on a n.
Sophia Pathways for College Credit – English Composition I
Are you ready to write Touchstone 4?
The essay below provides an example of an advanced level argumentative essay. As you read through
the essay, notice how the author effectively incorporates elements of argument, has a strong thesis
statement which takes a stand on one side of a debatable topic, and utilizes the classical model of
argumentation with effective incorporation and utilization of support.
______________________________________________________________________
Marcus Bishop
English Composition I
March 15, 2018
Teenage Sleep and School Start Times
John, an average teenager, tries to get to school on time in the mornings. He sets two
alarms on his phone and often skips a shower or breakfast, or both, so that he doesn’t miss the
school bus that stops at his corner at 7:00 AM. Once at school, John joins his sleep-deprived
peers in mad dashes to their first classes. School is on, whether students are prepared to learn
or not. According to numerous studies, the average U.S. teenager gets between 7 and 7.25
hours of sleep a night, while his body needs between 9 and 9.5 hours. With the average start
time for high school in the U.S. 8:03 AM (Croft, Ferro, and Wheaton, 2015), it’s not a great leap
to conclude many high school students are sleep-deprived. High schools should implement later
start times to maintain healthy biological functions and to maximize learning for teenagers.
Comment [SL1]: While the sentence structure is a bit
repetitive, this introduction does a good job of engaging the
reader with the average teenager and providing the
necessary background information for the reader to fully
understand the importance of the thesis.
Comment [SL2]: This is a well written thesis statement. It
takes a clear position on one side of a debatable topic. It is
concise, yet provides adequate detail so that the reader
knows what your key points within the essay will likely be.
Sophia Pathways for College Credit – English Composition I
Sleep deprivation in teens affects their health, including issues like mood and behavior,
increased anxiety or depression, use of caffeine, tobacco, or alcohol, and even weight gain. Lack
of sleep increases the likelihood that teens across all socio-economic spectrums will be unable
to concentrate and will suffer poor grades in school as a result. In addition, teens, already in a
high risk category as new drivers, are more susceptible to “drowsy-driving incidents.” (Richter,
2015). These are all compelling reasons to consider changes in school start times for teenagers.
Our internal body clocks – what scientists call circadian rhythm - regulate biological
processes according to light and dark. When our eyes tell us it’s dark, we begin to tire, and
when our eyes tell us it’s light, we begin to waken. Adults often refer to themselves as a
“morning person” or a “night person” because t.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Supervising and Coaching Special Education Teachers - Rubric.docx
1. Supervising and Coaching Special Education Teachers - Rubric
Lessons and Student Needs 9 points
Criteria Description
Lessons and Student Needs
5. Target 9 points
Questions and expected responses thoroughly address the lesson
components and
information regarding the students’ IEPs, accommodations, and
specific disabilities.
4. Acceptable 7.83 points
Questions and expected responses appropriately address the
lesson components
and information regarding the students’ IEPs, accommodations,
and specific
disabilities.
3. Approaching 6.66 points
Questions and expected responses minimally address the lesson
components and
information regarding the students’ IEPs, accommodations, and
2. specific disabilities.
2. Insufficient 6.21 points
Questions and expected responses inadequately address the
lesson components
and information regarding the students’ IEPs, accommodations,
and specific
disabilities.
1. No Submission 0 points
Di�erentiated Instruction 9 points
Criteria Description
Differentiated Instruction
5. Target 9 points
Questions and expected responses insightfully address the
teacher’s plan to
differentiate instruction.
4. Acceptable 7.83 points
Questions and expected responses significantly address the
teacher’s plan to
differentiate instruction.
Collapse All
3. 3. Approaching 6.66 points
Questions and expected responses superficially address the
teacher’s plan to
differentiate instruction.
2. Insufficient 6.21 points
Questions and expected responses fail to identify the teacher’s
plan to differentiate
instruction.
Struggling Students 9 points
Criteria Description
Struggling Students
5. Target 9 points
Questions and expected responses professionally identify areas
the teacher
believes students struggle and how the teacher plans to address
these areas.
4. Acceptable 7.83 points
Questions and expected responses effectively identify areas the
teacher believes
students struggle and how the teacher plans to address these
4. areas.
3. Approaching 6.66 points
Questions and expected responses inexplicitly identify areas the
teacher believes
students struggle and how the teacher plans to address these
areas.
2. Insufficient 6.21 points
Questions and expected responses ineffectively identify areas
the teacher believes
students struggle and how the teacher plans to address these
areas.
1. No Submission 0 points
Not addressed.
Prior Knowledge 9 points
Criteria Description
Prior Knowledge
5. Target 9 points
Questions and expected responses thoughtfully determine the
teacher’s
understanding of student’s prior knowledge and how it guides
5. instructional
planning.
4. Acceptable 7.83 points
Questions and expected responses successfully determine the
teacher’s
understanding of student’s prior knowledge and how it guides
instructional
planning.
3. Approaching 6.66 points
Questions and expected responses minimally determine the
teacher’s
understanding of student’s prior knowledge and how it guides
instructional
planning.
2. Insufficient 6.21 points
Questions and expected responses inadequately determine the
teacher’s
understanding of student’s prior knowledge and how it guides
instructional
planning.
Classroom Management 9 points
6. Criteria Description
Classroom Management
5. Target 9 points
Questions and expected responses skillfully determine the
teacher’s classroom
management plan and any behavior intervention plans for
individual students.
4. Acceptable 7.83 points
Questions and expected responses competently determine the
teacher’s classroom
management plan and any behavior intervention plans for
individual students.
3. Approaching 6.66 points
Questions and expected responses superficially evaluate the
teacher’s classroom
management plan and any behavior intervention plans for
individual students.
2. Insufficient 6.21 points
Questions and expected responses fail to determine the
teacher’s classroom
management plan and any behavior intervention plans for
7. individual students.
1. No Submission 0 points
Not addressed.
Documentation of Sources 3 points
Criteria Description
citations, footnotes, references, bibliography, etc., as
appropriate to assignment and
style
5. Target 3 points
Sources are completely and correctly documented, as
appropriate to assignment
and style. Format is free of error.
4. Acceptable 2.61 points
Sources are documented, as appropriate to assignment and style,
and format is
mostly correct.
3. Approaching 2.22 points
Sources are documented, as appropriate to assignment and style,
although some
key formatting and citation errors are present.
8. 2. Insufficient 2.07 points
Documentation of sources is inconsistent and/or incorrect, as
appropriate to
assignment and style, with numerous formatting errors.
1. No Submission 0 points
Organization 6 points
Criteria Description
Organization
5. Target 6 points
The content is well-organized and logical. There is a sequential
progression of ideas
that relate to each other. The content is presented as a cohesive
unit and provides
the audience with a clear sense of the main idea. The summary
is within the
required word count.
4. Acceptable 5.22 points
The content is logically organized. The ideas presented relate to
each other. The
content provides the audience with a clear sense of the main
9. idea. The summary is
within a reasonable range of the required word count.
3. Approaching 4.44 points
The content is not adequately organized even though it provides
the audience with
a sense of the main idea. The summary may not be within a
reasonable range of the
required word count.
2. Insufficient 4.14 points
An attempt is made to organize the content, but the sequence is
indiscernible. The
ideas presented are compartmentalized and may not relate to
each other; or the
summary is widely outside of the required word count.
Mechanics of Writing 6 points
Criteria Description
includes spelling, punctuation, grammar, language use
5. Target 6 points
Submission is virtually free of mechanical errors. Word choice
reflects well-
developed use of practice and content-related language.
10. Sentence structures are
varied and engaging.
4. Acceptable 5.22 points
Submission includes some mechanical errors, but they do not
hinder
comprehension. Variety of effective sentence structures are
used, as well as some
practice and content-related language.
3. Approaching 4.44 points
Frequent and repetitive mechanical errors distract the reader.
Inconsistent
language or word choice is present. Sentence structure is
lacking.
2. Insufficient 4.14 points
Surface errors are pervasive enough that they impede
communication of meaning.
Inappropriate word choice or sentence construction are used.
1. No Submission 0 points
Total 60 points
11. 1/8/23, 7:53 PM Rubric Assessment - IT190 Information
Technology Concepts - Purdue University Global
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30pt_SBIT_integrated_discussion_rubric
Course: IT190 Information Technology Concepts
Criteria 1
Level III Max
Points
12 points
Level II Max
Points
9.6 points
Level I Max
Points
7.2 points
Not Present
0 points
Criterion Score
Initial Post
& Content
Quality
12. / 12
● The initial
post to the
question
addresses all
parts of the
topic(s) and
requirements.
● The initial
post to the
question
includes
original
thoughts,
opinions, or
ideas.
● The initial
post to the
question
14. original
thoughts,
opinions, or
ideas.
● The initial
post to the
question
does not
include
supporting
resources if
required.
Any of the
following are
true:
● The initial
post to the
question
15. does not
respond to all
parts of the
topic(s).
● The initial
post to the
question
shows no
originality
when
compared to
other
responses.
No initial
post to the
question(s).
Criteria 2
Level III Max
Points
16. 6 points
Level II Max
Points
4.8 points
Level I Max
Points
3.6 points
Not Present
0 points
Criterion Score
1/8/23, 7:53 PM Rubric Assessment - IT190 Information
Technology Concepts - Purdue University Global
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ic/rubrics_assessment_results.d2l?ou=240888&evalObjectId=12
59383&evalObjectType=5&userId=… 2/5
Criteria 2
Level III Max
Points
6 points
Level II Max
Points
4.8 points
Level I Max
Points
3.6 points
17. Not Present
0 points
Criterion Score
Responses
and
Engagemen
t in Social
Learning
/ 6
● Posts two
or more
responses to
others.
● Two or
more
responses to
others ask
follow-up
questions or
18. provide
additional
ideas that
expand on
the topic.
● Posts two
or more
responses to
others.
● One
response to
others asks
follow-up
questions or
provides
additional
ideas that
expand on
19. the topic.
Any of the
following are
true:
● Does not
post at least
two
responses to
others.
● Responses
to others do
not ask
follow-up
questions or
provide
additional
ideas that
expand on
20. the topic.
No additional
responses or
additional
responses do
not
demonstrate
respect and
consideration
toward the
instructor
and peers.
Criteria 3
Level III Max
Points
6 points
Level II Max
Points
4.8 points
Level I Max
Points
21. 3.6 points
Not Present
0 points
Criterion Score
1/8/23, 7:53 PM Rubric Assessment - IT190 Information
Technology Concepts - Purdue University Global
https://purdueglobal.brightspace.com/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=240888&evalObjectId=12
59383&evalObjectType=5&userId=… 3/5
Criteria 3
Level III Max
Points
6 points
Level II Max
Points
4.8 points
Level I Max
Points
3.6 points
Not Present
0 points
Criterion Score
Post
22. timeliness
/ 6
● Provides an
initial post to
the
question(s)
by Saturday
11:59 p.m.
ET.
● Posts on
three or more
different days
during the
unit.
● Provides an
initial post to
the
question(s)
by Saturday
23. 11:59 p.m.
ET.
● Posts on
two different
days during
the unit.
Any of the
following are
true:
● Provides an
initial post to
the
question(s)
after Saturday
11:59 p.m.
ET
● Posts on
only one day
24. during the
unit.
No posts.
Criteria 4
Level III Max
Points
3 points
Level II Max
Points
2.4 points
Level I Max
Points
1.8 points
Not Present
0 points
Criterion Score
1/8/23, 7:53 PM Rubric Assessment - IT190 Information
Technology Concepts - Purdue University Global
https://purdueglobal.brightspace.com/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=240888&evalObjectId=12
59383&evalObjectType=5&userId=… 4/5
Criteria 4
Level III Max
25. Points
3 points
Level II Max
Points
2.4 points
Level I Max
Points
1.8 points
Not Present
0 points
Criterion Score
Writing
Mechanics
/ 3
● Displays
college-level
writing in
Standard
English that
is mostly free
of errors in
spelling,
26. grammar, or
punctuation.
● Posts are
logically
organized.
● Displays
college-level
writing in
Standard
English but
has several
errors in
spelling,
grammar, or
punctuation.
● Posts are
logically
organized.
27. At least one
of the
following is
true:
● Displays
college-level
writing in
Standard
English with
many errors
in spelling,
grammar, or
punctuation.
● The
organization
of posts is
not logical
and detracts
28. from
readability.
No posts.
Criteria 5
Level III Max
Points
3 points
Level II Max
Points
2.4 points
Level I Max
Points
1.8 points
Not Present
0 points
Criterion Score
APA
Citation
/ 3
● Includes
APA style in-
text style
29. citations
where
appropriate,
and a list of
references
when needed,
with few or
no errors.
● Includes
APA style in-
text style
citations
where
appropriate,
and a list of
references
when needed,
with several
30. errors.
● Includes
APA style in-
text style
citations
where
appropriate,
and a list of
references
when needed,
with many
errors.
Does not
include
citations or
references (if
needed).
31. 1/8/23, 7:53 PM Rubric Assessment - IT190 Information
Technology Concepts - Purdue University Global
https://purdueglobal.brightspace.com/d2l/lms/competencies/rubr
ic/rubrics_assessment_results.d2l?ou=240888&evalObjectId=12
59383&evalObjectType=5&userId=… 5/5
Total / 30
Overall Score
Level III
24.01 points minimum
Level II
18.01 points minimum
Level I
0.01 points minimum
Not Present
0 points minimum