The UMUC Graduate School COMBINED Rubric for Assessing Critica.docx
•Download as DOCX, PDF•
0 likes•4 views
The UMUC Graduate School COMBINED Rubric for Assessing Critical Thinking, Information Literacy, Written Communication and Technology Fluency Introduction: This rubric was developed from research conducted in UMUC’s Graduate School. The rubric articulates fundamental criteria for each Student Learning Expectation (SLE) with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubric is intended for program-level use in evaluating and discussing student learning, not for grading. This rubric is designed to be trans-disciplinary and is designed for use with the UMUC Graduate School’s Common Activity. Definitions: Critical Thinking (THIN) - Demonstrate the use of analytical skills and reflective processing of information. Information Literacy (INFO) - Demonstrate the ability to use libraries and other information resources to effectively locate, select, and evaluate needed information. Written Communication (COMM) - Produce writing that meets expectations for format, organization, content, purpose, and audience. Technology Fluency (TECH) - Demonstrate an understanding of information technology broad enough to apply technology productively to academic studies, work, and everyday life. Glossary: The definitions that follow were developed to clarify terms and concepts used in this rubric only. • Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are taken for granted or accepted as true. • Context: The historical, ethical, political, cultural, environmental, or circumstantial settings or conditions that influence and complicate the consideration of any issues, idea and actions. • Analysis: The process of breaking something into its parts and putting the parts back together to better understand the whole. It involves exposing underlying assumptions that inform ideas/issues and actions and such strategies as comparing and contrasting, looking at similarities and differences, and examining causes and effects. • Synthesis: Brings together all opinions and research in support of analysis or informed action. It involves integrating (combining) the relevant ideas, facts and research with one’s own opinions and conclusions into a new whole. • Consequences/Implications: The effects, results, or outcomes that would naturally or logically occur as the result of ideas or actions (as revealed in foregoing analysis and synthesis). Criteria Applications: · Conceptualization/Main Ideas - are expected to be presented early in the writing, include the main idea, issue, assumption or action, and indicate the direction the writer will take in his/her thinking. · Analysis – will clearly show some of the strategies described in the definition above. · Integration/Support– clearly brings together analysis and research to move toward the conclusions. · Conclusions/Recommendations – go beyond a simple summary of the ideas and research presented in the paper, and includes forward ...
Report
Share
Report
Share
Recommended
HRMT20024, T3 2017 – Assessment 2 HR Planning and Recruitment Guid.docx
HRMT20024, T3 2017 – Assessment 2 HR Planning and Recruitment Guidelines
Due date Week 6 Monday 18 December 5pm.
Any requests for extension must be submitted through the CQU system at least 48 hours
prior to the due date, with relevant supporting documents.
Late submissions without approval will result in a penalty of 5% (1.5 marks) per day.
Weighting 30%
Length 1,750 words ± 10% (including executive summary, introduction, heading andsubheadings,
recommendations and conclusion but excluding title page and reference list)
Learning outcomes 1, 2, 3, 4
Assessment Purpose
The primary purpose of this assessment is for students to develop skills in applying HRM
frameworks and models to analyse a workplace case study that is experiencing competitive
challenges influencing the role of HR. The assessment requires you to analyse the case study
and respond to the case study discussion questions.
The secondary purpose of this assessment is to give students the opportunity to enhance their
research, analysis, critical thinking and written communication skills; particularly in the areas of argument development and report writing.
Before starting this assessment, please read the assessment rubric (at the end of this document)
and refer to Academic Learning Centre and CQU Library Help pages forthe guidelines regarding
writing academic reports. You should always check the coursewebsite for course-specific
instructions, which may be updated continuously.
Assessment Task This assessment requires you to identify and discuss HR planning and recruitment in a particular sector of the labour market.
Select an industry (or specific organisation) as the case study for your report. Identify some of
the key challenges for planning and recruiting the workforce for this industry. Your report should
draw on material from Weeks 1-5, and make reference to factors such as HR strategies of the
sector, the HR Planning challenges for the sector (such as labour supply and demand,
demographic issues such as ageing workforces and diversity),and the recruitment strategies and
challenges for the sector (such as where the sector gets recruits, sourcing from internal or
external labour markets, employer branding etc.
Students are expected to engage in extensive research within the academic literature to develop
an argument with appropriate theoretical discussion and references. You must cite at least ten
(10) relevant peer reviewed journal articles. You can cite other academic references such as
books, conference papers, and book chapters but these will NOT be counted as part of the ten
(10) journal articles.
Suggested Report
format
Title page: It contains the name of the report, who prepared the report, for whom the
report was prepared, the nature of the report, the date the report wasprepared.
Executive summary (ideally be approx. 50-100 words): The executive summary is a
one page (or less) statement of a report’s purpose, findings and recommendations,
enabling the reader to see the ...
COURSE CODE MCO 105 COURSE NAME Data Analysis for Managers Ta.docx
COURSE CODE MCO 105 COURSE NAME Data Analysis for Managers Task brief & rubrics
Task
• This work can be completed individually or pairs. If done in pairs, the names of both students must be on the cover page of the document, but only one
student uploads.
You must undertake a quantitative research project into any area of business. You may use any data source and any time period you wish, however, the only
condition is that data must include a time series, and that the time series includes year 2021. The aim is to produce a research project that examines a topic,
analyses data and provides recommendations to management about the topic studied.
The following is an orientation of the points to be covered in the document:
Executive summary
Overview of problem to be investigated. Impact of the problem.
Question(s) to be investigated. As results emerged, did you consider new questions? If so which?
Method: Data: What are the sources? How have you obtained/cleaned/prepared the data? It is imperative that your data sources are clearly stated; if using
data obtained from the internet you must include the URL and retrieval date; if you are using internal company data you must state source and date
obtained.
Analysis: What analytical method will be used? With what variables?
Results: Evaluate the results, ensuring you refer back to the original research question. Ensure that the visualization of the results is fit for purpose.
Limitations and constraints of the study.
Recommendations to managers
Conclusion
Formalities:
• Wordcount: approx 2500
• Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
• Font: Arial 12 pts.
• Text alignment: Justified.
• The in-text References and the Bibliography have to be in Harvard’s citation style.
Submission: Week 10 – Via Moodle (Turnitin). Sunday 11th of December, 2022, 23.59.
Weight: This task is a 100% of your total grade for this subject.
It assesses the following learning outcomes:
• demonstrate a knowledge of advanced quantitative business methodologies (principles, theories, and methods) and their applicability.
• analyze and classify different management problems using a variety of quantitative methods.
• apply and use analytical techniques to make recommendations that solve complex business problems.
• analyze business data within business decision making and determine its importance to draw conclusions and produce business reports.
frame and apply different types of decision-making exercises applying the different quantitative business methodologies.
Rubrics
Learning Descriptors Fail Below 83% Fair 83- 85 % Good 85-89% Exceptional 90-100%
Purpose &
Understanding
KNOWLEDGE &
UNDERSTANDING
35%
Very poor coverage of central
purpose, goals, research
questions or arguments with
little relevant information
evident. Virtually no evidence of
understanding or focus.
Mi.
NUR 699 – CapstoneProblem Description Holistic AssessmentD.docx
NUR 699 – Capstone
Problem Description Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Problem Description
Describe the background of the problem.
Identify the stakeholders/change agents and list the interested parties.
Provide the PICOT question.
State the purpose and project objectives in specific, realistic, and measurable terms. Develop an initial reference list
No discernible problem description and/or objectives. The problem selection rationale is not addressed or minimally addressed. Expected changes before and after the evidence-based practice is not addressed or minimally addressed. Reveals inaccurate comprehension of material and lacks the ability to apply information. Subject matter is absent, inappropriate, and/or irrelevant. Initial reference list is missing. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Addresses the problem description and objectives but not all components. Alignment is difficult to discern. The problem is not in the correct format. Objectives are lacking measurement or may be ambiguous; The problem selection rationale is not addressed or minimally introduced with now supporting details. Expected changes before and after the evidence-based practice are listed. Displays a lack of comprehension but attempts to apply information. Develops partial initial reference list .There is weak, marginal coverage of subject matter with large gaps in presentation. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Problem description and objectives are stated but may not be fully developed or aligned; The problem is in the PICOT format but not appropriately developed. Objectives are measurable but may be ambiguous; The problem selection rationale is present but the significance is unclear. Expected changes are briefly introduced. Exhibits comprehension of the material and clearly attempts to integrate and apply information. Develops an initial reference list. All subject matter is covered in minimal quantity and quality. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Problem description and objectives are presented and tie together; Identifies the stakeholders/change agents, who or what organizations are concerned, may benefit from, or are affected by this proposal. The problem is in the PICOT format and developed appropriately. Objectives are measurable; The problem selection is justified using liter.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Cia 3.1 & 3.2 cost accounting (1)
The document provides instructions for two assignments related to service costing and cost sheet construction for manufacturing firms. For the first assignment, students must write a 500-word case study analyzing service costing for a small or medium enterprise, addressing background, problem identification, objectives, methodology, findings, conclusions and suggestions. The second assignment requires students to prepare a detailed cost sheet for a manufacturing firm over 3-5 pages, including unit and total costs, cost analysis, and strategies for cost containment at different stages of production. Both assignments aim to enhance students' understanding of cost identification and analysis in different industries.
The Power of Infographics Grading GuideDAT565 Version 11.docx
The Power of Infographics Grading Guide
DAT/565 Version 1
1
Learning Team Assignment: The Power of Infographics
Purpose of Assignment
Contemporary software tailored to business analytics provides an excellent toolset to develop charts, dashboards, and tables with insightful information. With this assignment, students will be able to take it to the next level, by leveraging the outputs of the tool to create compelling infographics or interactive presentations that can gather the full attention of the public.
Resources Required
University Library: Locate and watch “Hans Rosling: Religions and babies”
Grading Guide
Content
Met
Partially Met
Not Met
Comments:
Students classify all the different type of charts that Hans Rosling presents.
Students summarize from the Hans Rosling video the peak average child per woman, and the population in year 2100.
Students explore and identify the options available in Excel to produce similar infographics to Hans Rosling.
Students create a sample data of child births per
Woman (obtain data from .gov website) for years
1960, 1970, 1980, 1990, 2000 and 2010.
Students create a time series bar chart from the data uploaded in Excel.
Presentation consists of 10- to 12-slides and is appropriate for the audience.
Students interpret how to create a Time Series Chart, and extend their chart to reflect the time series addition. Students include chart snapshots in their explanation.
Students’ presentation includes relevant media and visual aids that are consistent with the content.
The paper is a minimum of 260 words in length.
Total Available
Total Earned
13
#/X
Presentation Guidelines
Met
Partially Met
Not Met
Comments:
The presentation uses a proper layout with effective headings, fonts, styles, font sizes, and white spaces.
The presentation recognize intellectual property using in-text citations and a reference slide.
The presentation includes an introduction and conclusion which previews and reviews major points.
The presentation includes major points that are stated clearly, organized logically, and supported by specific details, examples, or analysis.
The presentation follows proper rules of grammar and usage including spelling and punctuation.
The paper — including tables and graphs, headings, a title page, and a reference page — is consistent with APA formatting guidelines and meets course-level requirements.
The paper includes properly cited intellectual property using APA style in-text citations and a reference page.
The paper includes paragraph and sentence transitions that are logical and maintain flow throughout the paper.
The paper includes sentences that are complete, clear, and concise.
The paper follows proper rules of grammar and usage including spelling and punctuation.
Total Available
Total Earned
2
#/X
Assignment Total
#
15
#/X
Additional comments:
Copyright © 2016 by University of Phoenix. Al ...
1 Assessment Brief Module Name- Module Code Level Credit Value M.docx
1
Assessment Brief
Module Name:
Module Code Level Credit Value Module Leader STRM059 7 30
Assessment title:
Research Project Report (7500 words)
Weighting: 100%
Submission dates: 7 Jan 2023
Feedback and
Grades due:
Please see NILE under Assessment Information
Please read this assessment brief in its entirety before starting work on the Assessment Task.
Purpose of Assessment
The purpose of this assignment is to enable learners to develop advanced-level independent
research and critical problem-solving skills within a business context. Learners will develop
knowledge of, proficiency in, and application of a range of management research
methodologies including qualitative and quantitative research methods resulting in proposals/
recommendations.
The Assessment Task
In the current international economic environment, entrepreneurs and managers are
frequently required to undertake business planning, project and consultancy work in addition
to their core responsibilities. Frequently, these projects are focused upon investigating new
business opportunities or potential strategic changes in order to create, retain and extend
competitive position.
The assessment task is to produce a 7500 words (±10%) research project report based on an
independent research, which investigates a business/organisational or management problem,
2
issue or challenge, applies appropriate research techniques and analysis, and consequently
informs the development of a business plan and/ or results in recommendations for change.
Where the submission exceeds the stipulated word limit by more than 10%, the submission will
only be marked up to and including the additional 10%. Anything over this will not be included
in the final grade for the assessment item. Abstracts, bibliographies, reference lists, appendices
and footnotes are excluded from any word limit requirements.
Where a submission is notably under the word limit, the full submission will be marked on the
extent to which the requirements of the assessment brief have been met.
Additional Guidance
Projects should be submitted with the UoN Faculty of Business & Law Ethics Form which has
been signed by your project supervisor. The blank Ethics Form, sample Participant Information
and Consent Forms/ Templates are available at the end of this assignment brief. Please see
NILE for additional guidance about appendices.
Learning Outcomes
On successful completion of this assessment, you will be able to:
Subject-Specific Knowledge, Understanding & Application
a) Critically assess and apply theoretical concepts, constructs and models required to analyse
business-related problems, plans and issues.
b) Evaluate and implement appropriate research methodologies to examine management and
business-related issues.
c) Enact appropriate ethical standards and use suitable tools to collect quantitative and
qualitative data.
d) Demonstrate the ability to link question formulation or research aim and objectives to data
analyses, interpretations.
1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMIN.docx
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATION
Demonstrates outstanding
or exemplary application
of written, visual, or oral
skills.
Demonstrates outstanding
expression of topic, main
idea, and purpose.
Audience is addressed
appropriately.
Language clearly and
effectively communicates
ideas and content relevant
to the assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Format is consistently
appropriate to assignment.
Demonstrates sound or
accomplished
application of written,
visual, or oral skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, ...
Recommended
HRMT20024, T3 2017 – Assessment 2 HR Planning and Recruitment Guid.docx
HRMT20024, T3 2017 – Assessment 2 HR Planning and Recruitment Guidelines
Due date Week 6 Monday 18 December 5pm.
Any requests for extension must be submitted through the CQU system at least 48 hours
prior to the due date, with relevant supporting documents.
Late submissions without approval will result in a penalty of 5% (1.5 marks) per day.
Weighting 30%
Length 1,750 words ± 10% (including executive summary, introduction, heading andsubheadings,
recommendations and conclusion but excluding title page and reference list)
Learning outcomes 1, 2, 3, 4
Assessment Purpose
The primary purpose of this assessment is for students to develop skills in applying HRM
frameworks and models to analyse a workplace case study that is experiencing competitive
challenges influencing the role of HR. The assessment requires you to analyse the case study
and respond to the case study discussion questions.
The secondary purpose of this assessment is to give students the opportunity to enhance their
research, analysis, critical thinking and written communication skills; particularly in the areas of argument development and report writing.
Before starting this assessment, please read the assessment rubric (at the end of this document)
and refer to Academic Learning Centre and CQU Library Help pages forthe guidelines regarding
writing academic reports. You should always check the coursewebsite for course-specific
instructions, which may be updated continuously.
Assessment Task This assessment requires you to identify and discuss HR planning and recruitment in a particular sector of the labour market.
Select an industry (or specific organisation) as the case study for your report. Identify some of
the key challenges for planning and recruiting the workforce for this industry. Your report should
draw on material from Weeks 1-5, and make reference to factors such as HR strategies of the
sector, the HR Planning challenges for the sector (such as labour supply and demand,
demographic issues such as ageing workforces and diversity),and the recruitment strategies and
challenges for the sector (such as where the sector gets recruits, sourcing from internal or
external labour markets, employer branding etc.
Students are expected to engage in extensive research within the academic literature to develop
an argument with appropriate theoretical discussion and references. You must cite at least ten
(10) relevant peer reviewed journal articles. You can cite other academic references such as
books, conference papers, and book chapters but these will NOT be counted as part of the ten
(10) journal articles.
Suggested Report
format
Title page: It contains the name of the report, who prepared the report, for whom the
report was prepared, the nature of the report, the date the report wasprepared.
Executive summary (ideally be approx. 50-100 words): The executive summary is a
one page (or less) statement of a report’s purpose, findings and recommendations,
enabling the reader to see the ...
COURSE CODE MCO 105 COURSE NAME Data Analysis for Managers Ta.docx
COURSE CODE MCO 105 COURSE NAME Data Analysis for Managers Task brief & rubrics
Task
• This work can be completed individually or pairs. If done in pairs, the names of both students must be on the cover page of the document, but only one
student uploads.
You must undertake a quantitative research project into any area of business. You may use any data source and any time period you wish, however, the only
condition is that data must include a time series, and that the time series includes year 2021. The aim is to produce a research project that examines a topic,
analyses data and provides recommendations to management about the topic studied.
The following is an orientation of the points to be covered in the document:
Executive summary
Overview of problem to be investigated. Impact of the problem.
Question(s) to be investigated. As results emerged, did you consider new questions? If so which?
Method: Data: What are the sources? How have you obtained/cleaned/prepared the data? It is imperative that your data sources are clearly stated; if using
data obtained from the internet you must include the URL and retrieval date; if you are using internal company data you must state source and date
obtained.
Analysis: What analytical method will be used? With what variables?
Results: Evaluate the results, ensuring you refer back to the original research question. Ensure that the visualization of the results is fit for purpose.
Limitations and constraints of the study.
Recommendations to managers
Conclusion
Formalities:
• Wordcount: approx 2500
• Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
• Font: Arial 12 pts.
• Text alignment: Justified.
• The in-text References and the Bibliography have to be in Harvard’s citation style.
Submission: Week 10 – Via Moodle (Turnitin). Sunday 11th of December, 2022, 23.59.
Weight: This task is a 100% of your total grade for this subject.
It assesses the following learning outcomes:
• demonstrate a knowledge of advanced quantitative business methodologies (principles, theories, and methods) and their applicability.
• analyze and classify different management problems using a variety of quantitative methods.
• apply and use analytical techniques to make recommendations that solve complex business problems.
• analyze business data within business decision making and determine its importance to draw conclusions and produce business reports.
frame and apply different types of decision-making exercises applying the different quantitative business methodologies.
Rubrics
Learning Descriptors Fail Below 83% Fair 83- 85 % Good 85-89% Exceptional 90-100%
Purpose &
Understanding
KNOWLEDGE &
UNDERSTANDING
35%
Very poor coverage of central
purpose, goals, research
questions or arguments with
little relevant information
evident. Virtually no evidence of
understanding or focus.
Mi.
NUR 699 – CapstoneProblem Description Holistic AssessmentD.docx
NUR 699 – Capstone
Problem Description Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Problem Description
Describe the background of the problem.
Identify the stakeholders/change agents and list the interested parties.
Provide the PICOT question.
State the purpose and project objectives in specific, realistic, and measurable terms. Develop an initial reference list
No discernible problem description and/or objectives. The problem selection rationale is not addressed or minimally addressed. Expected changes before and after the evidence-based practice is not addressed or minimally addressed. Reveals inaccurate comprehension of material and lacks the ability to apply information. Subject matter is absent, inappropriate, and/or irrelevant. Initial reference list is missing. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Addresses the problem description and objectives but not all components. Alignment is difficult to discern. The problem is not in the correct format. Objectives are lacking measurement or may be ambiguous; The problem selection rationale is not addressed or minimally introduced with now supporting details. Expected changes before and after the evidence-based practice are listed. Displays a lack of comprehension but attempts to apply information. Develops partial initial reference list .There is weak, marginal coverage of subject matter with large gaps in presentation. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Problem description and objectives are stated but may not be fully developed or aligned; The problem is in the PICOT format but not appropriately developed. Objectives are measurable but may be ambiguous; The problem selection rationale is present but the significance is unclear. Expected changes are briefly introduced. Exhibits comprehension of the material and clearly attempts to integrate and apply information. Develops an initial reference list. All subject matter is covered in minimal quantity and quality. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Problem description and objectives are presented and tie together; Identifies the stakeholders/change agents, who or what organizations are concerned, may benefit from, or are affected by this proposal. The problem is in the PICOT format and developed appropriately. Objectives are measurable; The problem selection is justified using liter.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Cia 3.1 & 3.2 cost accounting (1)
The document provides instructions for two assignments related to service costing and cost sheet construction for manufacturing firms. For the first assignment, students must write a 500-word case study analyzing service costing for a small or medium enterprise, addressing background, problem identification, objectives, methodology, findings, conclusions and suggestions. The second assignment requires students to prepare a detailed cost sheet for a manufacturing firm over 3-5 pages, including unit and total costs, cost analysis, and strategies for cost containment at different stages of production. Both assignments aim to enhance students' understanding of cost identification and analysis in different industries.
The Power of Infographics Grading GuideDAT565 Version 11.docx
The Power of Infographics Grading Guide
DAT/565 Version 1
1
Learning Team Assignment: The Power of Infographics
Purpose of Assignment
Contemporary software tailored to business analytics provides an excellent toolset to develop charts, dashboards, and tables with insightful information. With this assignment, students will be able to take it to the next level, by leveraging the outputs of the tool to create compelling infographics or interactive presentations that can gather the full attention of the public.
Resources Required
University Library: Locate and watch “Hans Rosling: Religions and babies”
Grading Guide
Content
Met
Partially Met
Not Met
Comments:
Students classify all the different type of charts that Hans Rosling presents.
Students summarize from the Hans Rosling video the peak average child per woman, and the population in year 2100.
Students explore and identify the options available in Excel to produce similar infographics to Hans Rosling.
Students create a sample data of child births per
Woman (obtain data from .gov website) for years
1960, 1970, 1980, 1990, 2000 and 2010.
Students create a time series bar chart from the data uploaded in Excel.
Presentation consists of 10- to 12-slides and is appropriate for the audience.
Students interpret how to create a Time Series Chart, and extend their chart to reflect the time series addition. Students include chart snapshots in their explanation.
Students’ presentation includes relevant media and visual aids that are consistent with the content.
The paper is a minimum of 260 words in length.
Total Available
Total Earned
13
#/X
Presentation Guidelines
Met
Partially Met
Not Met
Comments:
The presentation uses a proper layout with effective headings, fonts, styles, font sizes, and white spaces.
The presentation recognize intellectual property using in-text citations and a reference slide.
The presentation includes an introduction and conclusion which previews and reviews major points.
The presentation includes major points that are stated clearly, organized logically, and supported by specific details, examples, or analysis.
The presentation follows proper rules of grammar and usage including spelling and punctuation.
The paper — including tables and graphs, headings, a title page, and a reference page — is consistent with APA formatting guidelines and meets course-level requirements.
The paper includes properly cited intellectual property using APA style in-text citations and a reference page.
The paper includes paragraph and sentence transitions that are logical and maintain flow throughout the paper.
The paper includes sentences that are complete, clear, and concise.
The paper follows proper rules of grammar and usage including spelling and punctuation.
Total Available
Total Earned
2
#/X
Assignment Total
#
15
#/X
Additional comments:
Copyright © 2016 by University of Phoenix. Al ...
1 Assessment Brief Module Name- Module Code Level Credit Value M.docx
1
Assessment Brief
Module Name:
Module Code Level Credit Value Module Leader STRM059 7 30
Assessment title:
Research Project Report (7500 words)
Weighting: 100%
Submission dates: 7 Jan 2023
Feedback and
Grades due:
Please see NILE under Assessment Information
Please read this assessment brief in its entirety before starting work on the Assessment Task.
Purpose of Assessment
The purpose of this assignment is to enable learners to develop advanced-level independent
research and critical problem-solving skills within a business context. Learners will develop
knowledge of, proficiency in, and application of a range of management research
methodologies including qualitative and quantitative research methods resulting in proposals/
recommendations.
The Assessment Task
In the current international economic environment, entrepreneurs and managers are
frequently required to undertake business planning, project and consultancy work in addition
to their core responsibilities. Frequently, these projects are focused upon investigating new
business opportunities or potential strategic changes in order to create, retain and extend
competitive position.
The assessment task is to produce a 7500 words (±10%) research project report based on an
independent research, which investigates a business/organisational or management problem,
2
issue or challenge, applies appropriate research techniques and analysis, and consequently
informs the development of a business plan and/ or results in recommendations for change.
Where the submission exceeds the stipulated word limit by more than 10%, the submission will
only be marked up to and including the additional 10%. Anything over this will not be included
in the final grade for the assessment item. Abstracts, bibliographies, reference lists, appendices
and footnotes are excluded from any word limit requirements.
Where a submission is notably under the word limit, the full submission will be marked on the
extent to which the requirements of the assessment brief have been met.
Additional Guidance
Projects should be submitted with the UoN Faculty of Business & Law Ethics Form which has
been signed by your project supervisor. The blank Ethics Form, sample Participant Information
and Consent Forms/ Templates are available at the end of this assignment brief. Please see
NILE for additional guidance about appendices.
Learning Outcomes
On successful completion of this assessment, you will be able to:
Subject-Specific Knowledge, Understanding & Application
a) Critically assess and apply theoretical concepts, constructs and models required to analyse
business-related problems, plans and issues.
b) Evaluate and implement appropriate research methodologies to examine management and
business-related issues.
c) Enact appropriate ethical standards and use suitable tools to collect quantitative and
qualitative data.
d) Demonstrate the ability to link question formulation or research aim and objectives to data
analyses, interpretations.
1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMIN.docx
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATION
Demonstrates outstanding
or exemplary application
of written, visual, or oral
skills.
Demonstrates outstanding
expression of topic, main
idea, and purpose.
Audience is addressed
appropriately.
Language clearly and
effectively communicates
ideas and content relevant
to the assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Format is consistently
appropriate to assignment.
Demonstrates sound or
accomplished
application of written,
visual, or oral skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, ...
S2 2016 mgmt 2004 environmental issues in business d
The document discusses implementing a strategic plan for Lakeview Elementary School. It identifies some key issues impacting the school's performance, including declining test scores and a need for data-driven teaching methods that address the diverse needs of the multicultural student population. Stakeholders who would be involved in implementing solutions include teachers, administrators, students, and parents. Their involvement would be determined by clearly outlining steps for participation and collecting data on implemented actions to evaluate effectiveness. The strategic plan aims to address all stakeholders' needs and improve the school's ability to help students succeed academically.
Part 3 (Due 11915)To begin, work through the .docx
Part 3 (Due 1/19/15)
To begin, work through the reference list that was created in the "Section B: Problem Description" assignment in Module 2. Appraise each resource using the "Rapid Critical Appraisal Checklists," available in the textbook appendix or electronically on the textbook student resource CD-ROM. The specific checklist you use will be determined by the type of evidence within the resource.
Develop a research table to organize and summarize the research studies. Using a summary table allows you to be more concise in your narrative description. Only research studies used to support your intervention are summarized in this table. Refer to the "Evaluation Table Template," available in the textbook appendix. Use the "Evaluation Table Template" as an adaptable template.
Write a narrative of 750-1,000 words (not including the title page and references) that presents the research support for the projects problem and proposed solution. Make sure to do the following:
1) Include a description of the search method (e.g., databases, keywords, criteria for inclusion and exclusion, and number of studies that fit your criteria).
2) Summarize all of the research studies used as evidence. The essential components of each study need to be described so that readers can evaluate its scientific merit, including study strengths and limitations.
3) Incorporate a description of the validity of the internal and external research.
It is essential to make sure that the research support for the proposed solution is sufficient, compelling, relevant, and from peer-reviewed professional journal articles.
Although you will not be submitting the checklist information or the evaluation table you design in Module 3 with the narrative, the checklist information and evaluation table should be placed in the appendices for the final paper.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Refer to "NUR 699 Literature Support Holistic Assessment."
Upon receiving feedback from the instructor, refine Section C: Literature Support for your final submission. This will be a continuous process throughout the course for each section.
NUR 699 – Capstone
Literature Support Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Literature Support
Summarize the research support for the projects problem and proposed solution. Describe the search method.
Summarize all of the research studies used as evidence. Describe research strengths and limitations as well as the validity of the internal and external research.Provides sufficient, compelling, relevant research from peer-reviewed professional jour.
8The SBTM Prospectus TemplateThe SBTM Prospectus is a stepping.docx
8
The SBTM Prospectus Template
The SBTM Prospectus is a stepping stone into the final process that students have been preparing for throughout their programs – the dissertation. Using this template, you will lay out the framework for the structure and content of your Dissertation Proposal, which, in turn, provides the framework for the Dissertation Manuscript. While the doctoral program of studies has been training you to be an independent researcher and expert in your field, you are not alone. If you have questions during this process please reach out to your professor. The Academic Success Center and your Advisor are also available to help you.
Your Prospectus will be presented as part of your portfolio in the Portfolio course. A grading rubric can be found within the Portfolio Handbook.
How to Use this Template
Milestone document templates are pre-formatted to conform to Northcentral University dissertation requirements. Templates include the required section headings for each milestone document. Refer to the corresponding Degree Guidebook for supplemental information for each chapter and section.
Northcentral Milestone Document Templates represent the standards of the research and academic communities for research writing. Because this Prospectus Paper Template (PPT) provides the framework for the structure and content of the Dissertation Proposal, it is important for students’ Prospectus Papers to adhere to the template in terms of content, organization, and format. In addition, the template serves as a valuable guide to the logical flow of the document, ensuring alignment among the problem, purpose, and methodological design and analysis, allowing the reason for, and the nature of, the study to be fully clarified. Adherence to the milestone template in terms of content, organization, and format will greatly facilitate the development of acceptable milestone documents throughout the dissertation process.
Enter text directly into the template. Eliminate template instructions and example text. Do not change the format, section headings, margins, page numbering, or font. Exceptions to APA 6th edition (e.g., 1.5 inch margin on the left, single-spaced references) unique to dissertations are reflected in the templates and take precedence over APA format. Refer to the Dissertation Center for current resources. Milestone documents submitted to the SBTM that are not formatted using the template will be returned without review.
DELETE THIS PAGE
Submission of a milestone document for SBTM Review indicates that the dissertation chair, student, and committee have read the Dissertation requirements described in the Doctoral Candidacy Resource Guide, guidebooks, and templates. Additionally, submission for SBTM Review indicates that the dissertation chair and committee have carefully read the student’s milestone document and attest that it meets all of the requirements set forth.
[Title]
Choose an item.
Submitted to Northcentral Univers.
Business Model and Strategic Planning OutlineI. Title Page.docx
Business Model and Strategic Planning Outline
I. Title Page
II. Table of Contents
III. Executive Summary
IV. Business Model and Strategic Plan Part I: Existing Business or New Business Division; Vision, Mission, and Value Proposition
V. Business Model and Strategic Plan Part II: SWOTT Analysis – Internal and External Environmental Analysis; Supply and Value Chain Analysis
VI. Business Model and Strategic Plan Part III: Assumptions, Risk and Change Management Plan; Summary of Strategic Objectives; Balanced Score Card and its impact on stakeholders; the Communication Plan
VII. Conclusion
VIII. Reference Page
Individual Assignment: Business Model and Strategic Plan, Part II: SWOTT Analysis Paper
Purpose of Assignment
Students gain experience conducting an internal and external environmental analysis (including the supply chain) for their proposed new division and its business model.
Resources Required
· University of Phoenix Material: Business Model and Strategic Planning Outline
· University Library: IBISWorld, Mergent Online, Hoover’s databases
· Strategic Management, Ch. 7, 8, & 9
· Crafting and Executing Strategy, Ch. 5, 6, 7, & 8
Grading Guide
Content
70 Percent
Met
Partially Met
Not Met
Comments:
Create a SWOTT table summarizing findings. The environmental analysis should consider, at a minimum, the following factors. For each factor, identify the one primary strength, weakness, opportunity, threat, and trend, and include it in the table.
· External forces and trends considerations:
· Legal and regulatory
· Global
· Economic
· Technological
· Innovation
· Social
· Environmental
· Competitive analysis
· Internal forces and trends considerations:
· Strategy
· Structures
· Processes and systems
· Resources
· Goals
· Strategic capabilities
· Culture
· Technologies
· Innovations
· Intellectual property
· Leadership
Develop a synopsis that analyzes relevant forces and trends from the above list. Analysis must include the following:
· Include economic and legal and regulatory forces and trends.
· Critique how well the organization adapts to change.
· Analyze and explain the supply chain of the new division of the existing business. Share your plans to develop and leverage core competencies and resources within the supply chain in an effort to make a positive impact on the business model and the various stakeholders.
· Identify issues and/or opportunities:
· Identify the major issues and/or opportunities that the company faces based on analysis.
· Generate a hypothesis surrounding each issue and research questions to use for conducting analysis.
· Identify the circumstances surrounding each issue; classify the circumstances; attribute the importance of each classification; and test the accuracy of the importance for each classification.
The paper is no more than 1,050 words in length.
Total Available
Total Earned
4.9
#/4.9
Writing Guidelines
30 Percent
Met
Partially Met ...
Identify a research or article that focuses.docx
This document provides instructions for an evidence-based project on diabetes. Students are asked to:
1) Identify a research article on a new diagnostic tool or intervention for treating diabetes in adults or children and summarize the main findings.
2) Create a 6-12 slide PowerPoint presentation summarizing the research and discussing how the new tool or intervention could be integrated into practice.
The document provides grading criteria for evaluating students' work, including assessing the quality of the identified research article, comprehensiveness of summarizing the findings, and organization/effectiveness of the written summary and PowerPoint presentation.
FINC20018 Managerial Finance T1 2019 Assessment 2 – Prac.docx
FINC20018 Managerial Finance T1 2019
Assessment 2 – Practical and Written Assessment
Group Assignment
Due date: Week 10, Friday 24 May 2019 @ 11:55pm
Weighting: 30%
Group formation
For on-campus students, the group means 2 students per group.
For distant learning (FLEX) students, while a group of 1 is likely to be more practical groups of 2 are
optional.
The task
The assignment is designed to assess your understanding of business finance theories and explores a
number of areas within the course by applying your learning to a real company. Through this project,
you need to be able to demonstrate critical and analytical skills in academic writing, various research
synthesising skills and be able to communicate clearly and effectively.
Please note this is a finance assignment for real business, so make sure you have the appropriate
combination of quantitative and qualitative analysis.
Format and referencing
Response to case study must be in Report Format and include an executive summary, table of
contents, introduction, body with suitable headings and sub-headings, conclusion and wide variety of
references.
Report fonts must be either Arial or Times Roman 12 pt and 1.5 spacing for narrative, 16 pt bold for
major headings and 14 pt bold for sub-headings.
Word count is 2,000 words maximum (excluding tables, formulae, reference list and appendices)
Inclusion of diagrams and tables to support the response is strongly encouraged.
Proper referencing of all content including figures, tables and narrative using APA Reference system.
Demonstrations of using your initiative and supporting your answers with interesting references to
contemporary issues from newspapers, journals, professional publications, web resources i.e. extracts
from podcasts, financial institutional websites etc. Wikipedia and Investopedia are not recommended
to be used as sources.
Submission method
Online submission, must be submitted as a word document. PDF submissions will not be accepted.
For on-campus students this is a group assignment, only one member of the group will submit the
assignment online by uploading to the Moodle (DO NOT use turnitin to check similarity for the
draft work, and the second person in the group submit the final assignment - this will result in
a very high similarity score and penalty will apply)
Issues that will affect your marks include:
Create your own cover sheet with the names of the students in the group clearly indicated.
Do not include the marking criteria or rubrics or marking sheet in your assessment. Your grader will
include a separate feedback and marking sheet after they have graded your assessment in Moodle.
The word limit is approx 2000 words in total, 5% leeway above or below is acceptable, if you exceed
the word limit significantly marks will be deducted.
Turnitin will be used to check percent.
2Report Package Report AssignmentDue Sunday, Sept. 20, b.docx
2
Report Package: Report Assignment
Due: Sunday, Sept. 20, by 11:59 p.m.
Format and Length Requirements: Include a memo (or letter) of transmittal, title page, table of contents, list of illustrations (if applicable), executive summary, body of the report, and references. Use APA documentation style for in-text citations and the references page(s).
Use Times New Roman font face and 12 point font size. Use 1 inch margins and single space. Headings should be included in the body of the report.
3,000 words
In the Report Assignment, you’ll carry out the plan that you established in the Proposal Assignment. The purpose of the Report Assignment is to demonstrate your ability to prepare a formal researched report to a specific, professional audience, to conduct and evaluate research and incorporate it effectively, and to document the sources you use accurately.
Essentially, your goal in the report will be to explore the problem (background, context, etc.) and the solutions for the decision-maker(s) you’ve identified, offering a recommendation(s) for action.
The final version of the report will include front matter, the body of the report, and back matter.
Front Matter
Prior to the body of the report, you will need to include a memo or letter of transmittal, a title page, a table of contents, a list of illustrations (if you include illustrations), and an executive summary.
Body of the Report
The body of the report should use a conventional structure and incorporate meaningful headings that reveal the structure of the report to the readers. (“Body” is not a meaningful heading.) While you should include sections for Introduction and Conclusions, the other sections that make up the body of the report will depend upon the specific focus of your work. Your outline in the Proposal may be useful, but you will most likely need to modify that outline as you complete research.
A discussion of your methods (or search strategies) and a discussion of the problem/opportunity should be included in the report; such items can appear in the introduction or in the body of the report, depending on how much development is needed.
A recommendation or recommendations for the next step your audience should take will most likely end the report.
Required Research: Research should be used throughout the discussion. Include at least 5 scholarly sources in the report and ensure that all other sources are authoritative in nature.
Interviews can be used as sources, but transcripts of the interviews must be provided as an appendix to the report (which will not count as part of the word requirement mentioned above).
The research should be incorporated into the text gracefully, meaning, in part, that summary should be preferred to direct quotation. Summary and paraphrase require citation in text.
Graphics or Visual Aids:I do encourage you to use visual aids in the report if illustrations or graphics would be useful in helping your readers understand the topic, yo.
Top of FormBottom of FormEnterprise Architecture Enables Proce.docx
Top of Form
Bottom of Form
Enterprise Architecture Enables Processes Paper
Purpose of this Assignment
This assignment gives you the opportunity to apply your critical thinking skills and understanding of the course concepts to explain how the enterprise architecture (EA) and/or the EA program supports the other IT management processes of an organization. This assignment specifically addresses the following course outcomes:
· describe enterprise architecture (EA), the appropriate application of EA frameworks, and an overall ongoing EA program
· analyze and examine how enterprise architecture and enterprise systems influence, support, and enable an organization's ability to contribute to strategic decision making and to respond and adapt to the business environment
· apply EA concepts to support business requirements and identify opportunities for enterprise solutions
Assignment
As you have learned throughout the course, EAs can be used to support a wide variety of information technology management processes, and an EA program strengthens IT management activities. A well-defined and implemented EA contributes significantly to each of the phases of the systems development life cycle (SDLC). For this assignment you will write a 3-5 page paper (not counting any cover sheet or reference pages) that explains briefly what enterprise architecture (EA) is and then how it supplements and enables each of the phases of the SDLC:
· initiation/planning/concept phase
· requirements analysis phase
· design phase
· development phase
· integration and testing phase
· implementation/deployment/support/maintenance phase
You should explain how EA enables each phase, how it fits into each phase, and what unique qualities or capabilities a well-defined EA contributes that might not otherwise be available to the organization.
The use of at least two external scholarly resources (other than class materials) is required. (NOTE: More than two external resources are required to receive all possible points; see Grading Rubric below.) You should use scholarly journals (rather than Wikipedia and author-less website postings). If you need assistance with determining what a scholarly journal is, the UMUC library is a very good source of information, accessed via the following link: http://www.umuc.edu/library/libhow/articles.cfm. Remember to correctly cite and reference all sources using APA format.
Submit your paper in Word format via your Assignments Folder as an attached document with your last name included in the filename.
Grading Rubric
Use the rubric below to be sure you have covered all aspects of the assignment.Criteria
90-100%
Far Above Standards
80-89%
Above Standards
70-79%
Meets Standards
60-69%
Below Standards
< 60%
Well Below Standards
Possible Points
Intro-duction
5 Points
A sophisticated introduction sets the stage for the paper.
4 Points
A well-written introduction sets the stage for the paper.
3.5 Points
The introduction adequately sets the stage ...
10 25 Points.docx
This document provides instructions for a nursing assignment. It outlines the purpose, course outcomes, grading rubric, and requirements for the assignment. Students are asked to write a paper on a nursing topic based on evidence from a recent scholarly journal article. The paper must include an introduction, body, and conclusion section. It must be formatted according to APA style and cannot exceed two pages. Sources must be from nursing journals published within the last five years. The document provides detailed descriptions of the criteria and point values for each section of the paper.
Using rubrics for grading and tools at UL
The document discusses using rubrics for grading assessments. It provides tips on developing rubrics and outlines criteria to consider, such as validity, reliability, and transparency. It also introduces some online tools that can help with rubric-based grading, including the Assignments tool and PostEm tool in Sulis and Turnitin Feedback Studio. Turnitin Feedback Studio allows instructors to provide detailed feedback and integrate with the Assignments tool in Sulis, though grades do not directly transfer back. The document provides guidance on aligning rubric criteria with learning outcomes and constructing descriptive standards and levels of performance.
Directions essay 3 Write a post-session summary based on the com.docx
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
DDDEEEHHH 111888000000 DDDeeennntttaaalll HHHyyygggiii eeennn eee 111
Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
Dental Hygiene 1 Informative Poster Research Paper Rubric for Evaluation (100 points poss.)
Qualities and C.
Aaa assessment 2Assessment description.pdfCritical Thinki.docx
Aaa assessment 2/Assessment description.pdf
Critical Thinking and Managerial Decision Making
Written Assessment- Reflective Essay
Task: The essay must be 2000 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Format: Text should be word-processed, with appropriate layout and use of headings/sub
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: A minimum of 10 academic references are required. The list of references
should form the last page or two, at the end of the assessment. Referencing should be in a
consistent APA style.
Task Description: The objectives of this reflective essay are for students to (1) summarize,
critically review and reinforce key concepts and theories learned from week 1 to week 9 of this
unit. (2) reflect on these concepts/theories’ potential impact on students’ decision making, and
how these learnings are being applied and could be applied in their current jobs, development
of future career and/or their life generally. (3) reflect on new insights gained about oneself as a
result of learning the unit and propose a plan for self-development.
Minimum number of concepts/theories/themes required to pass: 6
Students ought to start the reflective essay in week 4 after the submission of their first
assignment. From week 4 to week 9 (a total of 6 weeks), students are expected to reflect on
the topics (week 1-week 9) this unit has covered and evaluate which concepts or theories
have inspired their thinking or influenced their decision making. This assignment still
requires an essay format with introduction section outlining the scope, purpose and
structure information. The body paragraphs need to contain at least six themes over the
course of six weeks, and each theme needs to contain a CONVINCING and PERSONAL
justification of why these concepts/theories are chosen and how the mentioned
concepts/theories have changed/might change the students’ thinking or the students’
decisions. For example, students could identify the concepts of “automatic versus critical
thinking” as a theme for one week’s reflection, and illustrate with personal examples how
having learned about the differences has enabled him/her to be more effective in making a
certain decision at work. Close to the end, the essay needs to reflect on self-knowledge and
highlight implications for future self-development.
To successfully complete this assessment task, students should answer the following reflective essay
questions:
Which concepts/theories from which week’s learning activities are significant or important to
you?
Why are these concepts/theories you have identified important or significant to you?
(Theoretical review)
How are the concepts/theories you have learned influencing/impacting your deci.
College of Undergraduate StudiesB.A. PsychologyProgram Outcome.docx
College of Undergraduate Studies
B.A. Psychology
Program Outcomes
Program Outcome One: Critical Thinking
Competency 1.1
Apply critical and creative thinking, skeptical inquiry, and the scientific approach to solve problems related to behavior and mental processes.
Competency 1.2
Seek and evaluate scientific evidence for psychological claims.
Program Outcome Five: Knowledge Base of Psychology
Competency 5.1.
Explain major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
Program Outcome Two: Research
Competency 2.1
Apply basic research methods, including research design, data analysis, and interpretation to become informed consumers of research.
Competence 2.2
Access and select appropriate information from a variety of print and electronic sources and apply them responsibly to written and oral presentations.
Program Outcome Three: Oral and Written Communication Skills
Competency 3.1.
Present psychological concepts orally for various purposes using technology when appropriate.
Competency 3.2.
Present psychological information in writing, using technology, style, and professional conventions as appropriate to the audience.
Program Outcome Four: Values
Competency 4.1
Justify the necessity of ethical behavior in the science and practice of psychology.
Competency 4.2
Analyze the complex variations in populations and contexts as related to psychological explanations, and evaluate the importance of diversity in the practice of psychology.
Program Outcome Six: Application of Psychology
Competency 6.1.
Apply psychological principles to examine and analyze personal, social, and organizational issues.
Program Outcome Seven: Interpersonal Effectiveness.
Competency 7.1.
Analyze the importance of effective communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity.
Competency 7.2.
Solicit and utilize feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships.
STUDENT SELF APPRIASAL OF LEARNING
Bachelor of Arts in Psychology
College of Undergraduate Studies
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.1
Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.
Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).
Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorr.
Lecture 5 - Writing a project report
The document provides guidance on writing an effective project report. It should include an introduction, project plan, design process, recommendations, and conclusion. Key sections are the problem statement, objectives, methods, results, and lessons learned. Visuals like diagrams and screenshots can support the written content. Precision, clear structure, and referencing sources properly are important for professionalism and credibility.
ASSIGNMENT 2 - Research Proposal Weighting 30 tow.docx
ASSIGNMENT 2 - Research Proposal
Weighting: 30% towards final grade
Word limit: 3000 (-/+10%) – text only, excluding tables, appendices, references,
covers page, contents.
This is an individual piece of work
Apply the requirements of the Harvard Referencing System throughout the
report.
Use the structure appearing below:
Research Proposal Specifics
You are about to commence a new research project in a field of your choice.
You are expected to write a report that constitutes a research proposal.
1. Working individually, you will:
- Have chosen a clear and specific research question/ aim/ hypothesis for your research;
- Have contextualised your research question/ aim within the academic literature;
- Understand the philosophical and methodological bases for your research;
- Have a sound method to address the research question/ aim/ hypothesis.
2. Use Harvard style in-text citation and referencing.
3. Do not copy any materials you use word for word unless you identify these sections clearly as
quotations.
4. If you paraphrase any materials, you must identify sources through in-text referencing.
5. This is an individual assignment please do not work closely with anyone else.
6. Write 3000 words (+ or – 10%) excluding the header sheet, cover page, contents page, reference
list, footnotes and appendices.
Marks for criteria: Criteria
10% Focus and Completion Does the proposal
address the set tasks in a meaningful
manner?
20% Research Objective Does the proposal
clearly articulate
20% Synthesis and Soundness Does the
proposal place the research objective in
the context of the relevant academic
literature and any relevant past studies?
Does the discussion demonstrate a
comprehensive understanding of that
literature?
30% Research Methods and Methodology Does
the proposal sensibly outline methods for
accessing sources of data that will address
or answer the research objective? Is the
method consistent with the methodology?
10% Clarity of Approach Is the proposal well
organised, logically constructed and
attentive to the needs of the reader? Does
the timeline include an Gantt chart or key
milestones for research?
10% Mechanical Soundness Is the portfolio
clearly written, spell
Structuring the research proposal
1. Introduction (~200 words)
Explain the issue you are examining and why it is significant.
Describe the general area to be studied
Explain why this area is important to the general area under study (e.g., psychology of
language, second language acquisition, teaching methods)
2. Background/Review of the Literature (~1000 words)
A description of what has already known about this area and short discussion of why the background
studies are not sufficient.
Summarise what is already known about the field. Include a summary of the basic
background information on the topic gleaned from your literature re ...
Clinical Field Experience E Literacy Post-AssessmentAnalyzing.docx
Clinical Field Experience E: Literacy Post-Assessment
Analyzing pre‐assessment data to help you adjust your future instruction to reach students who may not have mastered the concept. Re‐teaching a concept to a small group is a great way to practice the skill of using assessment data to drive instruction.
Allocate at least 3 hours in the field to support this field experience.
Part 1: Standards‐Based Literacy Assessment
Working with your certified general education mentor teacher:
1. Implement your activity with your designated small group of students.
2. Reassess the students using the same pre‐assessment format, now as the post‐assessment.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Part 2: Lesson Reflection
In 250‐500 words, address the following:
1. summarize your activity and reflect upon your instructional choices, activity delivery, and pre‐ and post‐assessment data.
2. Analyze the data from your pre‐ and post‐assessments and discuss how you would use that data to guide your future planning and instruction.
3. Reflect on the delivery of the activity. Identify successes of the activity delivery, as well as opportunities for revision.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Clinical Field Experience E: Literacy Post-Assessment35.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Learning Activity20.0%Not addressed.Summary of how the activity implements instructional strategies that build reading comprehension and vocabulary skills is underdeveloped. The designed activity is inappropriate for the designated student group.Summary somewhat connects how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity meets the needs of the student group.Summary appropriately describes how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity is suitable for the needs of the student group.Summary comprehensively describes how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity is well-crafted for students.Data Analysis20.0%Not addressed.Data from the pre- and post- assessment is insufficiently analyzed to guide future planning and instruction.Data from the pre- and post- assessment is broadly analyzed and demonstrates basic competence guiding future planning and instruction.Data from the pre.
Report writing (short version)
The document provides guidance on report writing. It discusses what a report is, why reports are written, differences between reports and essays, and sections of a typical report. A report is a structured document that presents information clearly and succinctly to help make decisions or account for actions. It uses headings and subheadings to break up content. Reports are used in business, science labs, and case studies. They are meant to be practical, evaluative, and analytical rather than theoretical like essays. Reports also help develop written communication skills and can model documents written in future jobs or academic journals.
Research ProjectFocus of the Research ProjectThe final version.docx
Research Project
Focus of the Research Project
The final version of your Research Project should be 10 to 12 double-spaced pages (not including the title page, reference page, tables, appendices, etc.). The paper will be an original business research project that tests a hypothesis of your choice. The research can relate to your place of current/previous employment or other contexts of interest. Sample topics could include, but are not limited to:
•
Manufacturing quality/cost improvement
•
Service quality improvement
•
Systems design
•
Accounts receivable/billing/accounts receivable aging
•
Marketing/advertising Issues
•
Sales of goods
•
Investments
•
Product safety
•
Workplace safety
•
Labor pools
•
Human resources matters of broad concern
•
Population studies
For your Research Project, you will be combining all parts that you have worked on from Weeks One through Five. Your paper should be formatted as follows:
•
Part 1: Introduction
◦
Background information about your research project (Week One)
◦
Describe the management dilemma (Week One)
◦
Ethical Concerns (Week Two)
◦
Develop and explain your hypothesis (Week One)
•
Part 2: Literature review
◦
Background research on at least three scholarly sources (Week One)
•
Part 3: Data
◦
Secondary data (Week Three)
◦
Measurement benchmark and scales (Week Three)
◦
Plans for using observations, focus groups, interviews, or surveys (Week Four)
◦
Plans for analyzing data (Week Five)
◦
Plans for how to analyze results (Week Five)
•
Part 4: Results
◦
Summarize and display the results of your research. Provide charts, graphs, tables, and so forth, as they might apply to your research.
◦
State whether you reject or fail to reject the null hypothesis based on your study; explain.
•
Part 5: Conclusion
◦
Summarize the entire study and reflect on it
▪
Consider the “take-home” message that management and other decision makers can use from this research to make informed business decisions.
▪
Include the strengths and weaknesses of the study and suggestions for future research.
•
Part 6: References
◦
Include a separate references page and cite all references within the text of the paper.
•
Part 7: Appendix
◦
If applicable
Writing the Research Project
The Research Project
•
Must be 10 to 12 double-spaced pages in length (not including the title page, reference page, tables, appendices, etc.) and formatted according to APA style
•
Must include a separate title page with the following:
◦
Title of paper
◦
Student’s name
◦
Course name and number
◦
Instructor’s name
◦
Date submitted
•
Must begin with an introductory paragraph that has a succinct thesis statement.
•
Must address the topic of the paper with critical thought.
•
Must end with a conclusion that reaffirms your thesis.
•
Must use at least three scholarly sources from the Ashford University Library, in addition to the text.
•
Must document all sources in APA style
•
Must include a separate reference page th.
WarningYou do not have permissions to perform this activityA.docx
Warning
You do not have permissions to perform this activity
Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Due Jan 24 15
In Phase 2, your team will work together to develop a detailed description and implementation plan for the innovation you selected to pursue in Module 3. Each team member must research and describe a product development or management process, methodology, or model that could be utilized to implement the innovation. The group should select and use one of these models for developing its own implementation plan.
For this assignment, write a paper of 2,000-3,000 words that addresses the following:
Finalize the name and include a one- or two-sentence description of the innovation.
Describe the value the new product or service will provide to customers and describe the need it will meet.
Utilizing the model selected by the team, create the detailed implementation plan for the innovation. Make sure the plan accounts for contingencies/risks in the implementation process and includes realistic timeframe and budgeting considerations.
Use graphics such as organizational charts, process maps, and/or budget tables as appropriate to increase the readability and professional appeal of the plan.
Include in-text citations from at least six secondary sources. Each person on the team must contribute an article from the research that was completed on product development or management processes, methodologies, and/or models.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %
Content
40.0 %
Content Subject Knowledge: As a group, research and describe product or service tool, methodology, and model; select model; identify and explore product or service; create a description of product or service.
Paper content omits the requirements stated in the assignment criteria. Innovation idea is outlined poorly and lacks research.
Paper content omits some requirements stated in the assignment criteria. Innovation lacks supporting evidence and research.
Paper content is complete. All assignment requirements are met. Innovation is outlined and supported with research.
Paper content is comprehensive and accurate. All assignment criteria are met. Innovation is explained and supported with relevant research.
Paper content is thoughtfully evaluated and accurate. All assignment criteria are met. Innovation is explained, analyzed, and supported with timely research and ideas.
30.0 %
Content Comprehension
Content is incomplete or omits most of the requirements stated in the assignment criteria
Content is incomplete or omits some requirements stated in the assignment criteria.
Content is complete, but could use additional development with specific detail. Research is inadequate in relevance, quality, and/or timeliness.
Content is comprehensive and accurate, and definitions are clearly stated. Research is adequate, timely, and relevant, and addre.
As described in Lecture Note 1, geography is a part of everyday life.docx
As described in Lecture Note 1, geography is a part of everyday life and the study of which ranges from how we design our cities to what lies on the ocean floor. One of the more important kinds of geography is political geography, which can involve everything from the creation of local zoning areas to borders between nations. In your opinion, which level of political geography is more important, that at the local level that impacts people’s everyday lives such as the ability to build an addition onto their house or a national one, which may involve disputed territory and result in armed conflict? Be sure to use examples to support your key points.
.
As an extra credit, Must discuss at least one (1) o.docx
As an extra credit,
:
Must discuss at least one (1) other student's topic
Student discussion:
Since its emergence in the 1960's, plate tectonic theory has gained wide-spread acceptance as the model of how Earth's land masses shift over time. Plate tectonics developed historically in 1915 when Alfred Wegener proposed his theory of "continental drift." He stated that the continents plowed through crust of ocean basins, which would explain why the outlines of many coastlines, such as South America and Africa, appeared to fit like missing pieces of a jigsaw puzzle.
There are various types of plate boundaries such as: convergent plate boundaries, when two collide; divergent plate boundaries, when they spread apart; and transform boundaries, when they slide past each other.
http://scecinfo.usc.edu/education/k12/learn/plate2.htm
.
More Related Content
Similar to The UMUC Graduate School COMBINED Rubric for Assessing Critica.docx
S2 2016 mgmt 2004 environmental issues in business d
The document discusses implementing a strategic plan for Lakeview Elementary School. It identifies some key issues impacting the school's performance, including declining test scores and a need for data-driven teaching methods that address the diverse needs of the multicultural student population. Stakeholders who would be involved in implementing solutions include teachers, administrators, students, and parents. Their involvement would be determined by clearly outlining steps for participation and collecting data on implemented actions to evaluate effectiveness. The strategic plan aims to address all stakeholders' needs and improve the school's ability to help students succeed academically.
Part 3 (Due 11915)To begin, work through the .docx
Part 3 (Due 1/19/15)
To begin, work through the reference list that was created in the "Section B: Problem Description" assignment in Module 2. Appraise each resource using the "Rapid Critical Appraisal Checklists," available in the textbook appendix or electronically on the textbook student resource CD-ROM. The specific checklist you use will be determined by the type of evidence within the resource.
Develop a research table to organize and summarize the research studies. Using a summary table allows you to be more concise in your narrative description. Only research studies used to support your intervention are summarized in this table. Refer to the "Evaluation Table Template," available in the textbook appendix. Use the "Evaluation Table Template" as an adaptable template.
Write a narrative of 750-1,000 words (not including the title page and references) that presents the research support for the projects problem and proposed solution. Make sure to do the following:
1) Include a description of the search method (e.g., databases, keywords, criteria for inclusion and exclusion, and number of studies that fit your criteria).
2) Summarize all of the research studies used as evidence. The essential components of each study need to be described so that readers can evaluate its scientific merit, including study strengths and limitations.
3) Incorporate a description of the validity of the internal and external research.
It is essential to make sure that the research support for the proposed solution is sufficient, compelling, relevant, and from peer-reviewed professional journal articles.
Although you will not be submitting the checklist information or the evaluation table you design in Module 3 with the narrative, the checklist information and evaluation table should be placed in the appendices for the final paper.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Refer to "NUR 699 Literature Support Holistic Assessment."
Upon receiving feedback from the instructor, refine Section C: Literature Support for your final submission. This will be a continuous process throughout the course for each section.
NUR 699 – Capstone
Literature Support Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Literature Support
Summarize the research support for the projects problem and proposed solution. Describe the search method.
Summarize all of the research studies used as evidence. Describe research strengths and limitations as well as the validity of the internal and external research.Provides sufficient, compelling, relevant research from peer-reviewed professional jour.
8The SBTM Prospectus TemplateThe SBTM Prospectus is a stepping.docx
8
The SBTM Prospectus Template
The SBTM Prospectus is a stepping stone into the final process that students have been preparing for throughout their programs – the dissertation. Using this template, you will lay out the framework for the structure and content of your Dissertation Proposal, which, in turn, provides the framework for the Dissertation Manuscript. While the doctoral program of studies has been training you to be an independent researcher and expert in your field, you are not alone. If you have questions during this process please reach out to your professor. The Academic Success Center and your Advisor are also available to help you.
Your Prospectus will be presented as part of your portfolio in the Portfolio course. A grading rubric can be found within the Portfolio Handbook.
How to Use this Template
Milestone document templates are pre-formatted to conform to Northcentral University dissertation requirements. Templates include the required section headings for each milestone document. Refer to the corresponding Degree Guidebook for supplemental information for each chapter and section.
Northcentral Milestone Document Templates represent the standards of the research and academic communities for research writing. Because this Prospectus Paper Template (PPT) provides the framework for the structure and content of the Dissertation Proposal, it is important for students’ Prospectus Papers to adhere to the template in terms of content, organization, and format. In addition, the template serves as a valuable guide to the logical flow of the document, ensuring alignment among the problem, purpose, and methodological design and analysis, allowing the reason for, and the nature of, the study to be fully clarified. Adherence to the milestone template in terms of content, organization, and format will greatly facilitate the development of acceptable milestone documents throughout the dissertation process.
Enter text directly into the template. Eliminate template instructions and example text. Do not change the format, section headings, margins, page numbering, or font. Exceptions to APA 6th edition (e.g., 1.5 inch margin on the left, single-spaced references) unique to dissertations are reflected in the templates and take precedence over APA format. Refer to the Dissertation Center for current resources. Milestone documents submitted to the SBTM that are not formatted using the template will be returned without review.
DELETE THIS PAGE
Submission of a milestone document for SBTM Review indicates that the dissertation chair, student, and committee have read the Dissertation requirements described in the Doctoral Candidacy Resource Guide, guidebooks, and templates. Additionally, submission for SBTM Review indicates that the dissertation chair and committee have carefully read the student’s milestone document and attest that it meets all of the requirements set forth.
[Title]
Choose an item.
Submitted to Northcentral Univers.
Business Model and Strategic Planning OutlineI. Title Page.docx
Business Model and Strategic Planning Outline
I. Title Page
II. Table of Contents
III. Executive Summary
IV. Business Model and Strategic Plan Part I: Existing Business or New Business Division; Vision, Mission, and Value Proposition
V. Business Model and Strategic Plan Part II: SWOTT Analysis – Internal and External Environmental Analysis; Supply and Value Chain Analysis
VI. Business Model and Strategic Plan Part III: Assumptions, Risk and Change Management Plan; Summary of Strategic Objectives; Balanced Score Card and its impact on stakeholders; the Communication Plan
VII. Conclusion
VIII. Reference Page
Individual Assignment: Business Model and Strategic Plan, Part II: SWOTT Analysis Paper
Purpose of Assignment
Students gain experience conducting an internal and external environmental analysis (including the supply chain) for their proposed new division and its business model.
Resources Required
· University of Phoenix Material: Business Model and Strategic Planning Outline
· University Library: IBISWorld, Mergent Online, Hoover’s databases
· Strategic Management, Ch. 7, 8, & 9
· Crafting and Executing Strategy, Ch. 5, 6, 7, & 8
Grading Guide
Content
70 Percent
Met
Partially Met
Not Met
Comments:
Create a SWOTT table summarizing findings. The environmental analysis should consider, at a minimum, the following factors. For each factor, identify the one primary strength, weakness, opportunity, threat, and trend, and include it in the table.
· External forces and trends considerations:
· Legal and regulatory
· Global
· Economic
· Technological
· Innovation
· Social
· Environmental
· Competitive analysis
· Internal forces and trends considerations:
· Strategy
· Structures
· Processes and systems
· Resources
· Goals
· Strategic capabilities
· Culture
· Technologies
· Innovations
· Intellectual property
· Leadership
Develop a synopsis that analyzes relevant forces and trends from the above list. Analysis must include the following:
· Include economic and legal and regulatory forces and trends.
· Critique how well the organization adapts to change.
· Analyze and explain the supply chain of the new division of the existing business. Share your plans to develop and leverage core competencies and resources within the supply chain in an effort to make a positive impact on the business model and the various stakeholders.
· Identify issues and/or opportunities:
· Identify the major issues and/or opportunities that the company faces based on analysis.
· Generate a hypothesis surrounding each issue and research questions to use for conducting analysis.
· Identify the circumstances surrounding each issue; classify the circumstances; attribute the importance of each classification; and test the accuracy of the importance for each classification.
The paper is no more than 1,050 words in length.
Total Available
Total Earned
4.9
#/4.9
Writing Guidelines
30 Percent
Met
Partially Met ...
Identify a research or article that focuses.docx
This document provides instructions for an evidence-based project on diabetes. Students are asked to:
1) Identify a research article on a new diagnostic tool or intervention for treating diabetes in adults or children and summarize the main findings.
2) Create a 6-12 slide PowerPoint presentation summarizing the research and discussing how the new tool or intervention could be integrated into practice.
The document provides grading criteria for evaluating students' work, including assessing the quality of the identified research article, comprehensiveness of summarizing the findings, and organization/effectiveness of the written summary and PowerPoint presentation.
FINC20018 Managerial Finance T1 2019 Assessment 2 – Prac.docx
FINC20018 Managerial Finance T1 2019
Assessment 2 – Practical and Written Assessment
Group Assignment
Due date: Week 10, Friday 24 May 2019 @ 11:55pm
Weighting: 30%
Group formation
For on-campus students, the group means 2 students per group.
For distant learning (FLEX) students, while a group of 1 is likely to be more practical groups of 2 are
optional.
The task
The assignment is designed to assess your understanding of business finance theories and explores a
number of areas within the course by applying your learning to a real company. Through this project,
you need to be able to demonstrate critical and analytical skills in academic writing, various research
synthesising skills and be able to communicate clearly and effectively.
Please note this is a finance assignment for real business, so make sure you have the appropriate
combination of quantitative and qualitative analysis.
Format and referencing
Response to case study must be in Report Format and include an executive summary, table of
contents, introduction, body with suitable headings and sub-headings, conclusion and wide variety of
references.
Report fonts must be either Arial or Times Roman 12 pt and 1.5 spacing for narrative, 16 pt bold for
major headings and 14 pt bold for sub-headings.
Word count is 2,000 words maximum (excluding tables, formulae, reference list and appendices)
Inclusion of diagrams and tables to support the response is strongly encouraged.
Proper referencing of all content including figures, tables and narrative using APA Reference system.
Demonstrations of using your initiative and supporting your answers with interesting references to
contemporary issues from newspapers, journals, professional publications, web resources i.e. extracts
from podcasts, financial institutional websites etc. Wikipedia and Investopedia are not recommended
to be used as sources.
Submission method
Online submission, must be submitted as a word document. PDF submissions will not be accepted.
For on-campus students this is a group assignment, only one member of the group will submit the
assignment online by uploading to the Moodle (DO NOT use turnitin to check similarity for the
draft work, and the second person in the group submit the final assignment - this will result in
a very high similarity score and penalty will apply)
Issues that will affect your marks include:
Create your own cover sheet with the names of the students in the group clearly indicated.
Do not include the marking criteria or rubrics or marking sheet in your assessment. Your grader will
include a separate feedback and marking sheet after they have graded your assessment in Moodle.
The word limit is approx 2000 words in total, 5% leeway above or below is acceptable, if you exceed
the word limit significantly marks will be deducted.
Turnitin will be used to check percent.
2Report Package Report AssignmentDue Sunday, Sept. 20, b.docx
2
Report Package: Report Assignment
Due: Sunday, Sept. 20, by 11:59 p.m.
Format and Length Requirements: Include a memo (or letter) of transmittal, title page, table of contents, list of illustrations (if applicable), executive summary, body of the report, and references. Use APA documentation style for in-text citations and the references page(s).
Use Times New Roman font face and 12 point font size. Use 1 inch margins and single space. Headings should be included in the body of the report.
3,000 words
In the Report Assignment, you’ll carry out the plan that you established in the Proposal Assignment. The purpose of the Report Assignment is to demonstrate your ability to prepare a formal researched report to a specific, professional audience, to conduct and evaluate research and incorporate it effectively, and to document the sources you use accurately.
Essentially, your goal in the report will be to explore the problem (background, context, etc.) and the solutions for the decision-maker(s) you’ve identified, offering a recommendation(s) for action.
The final version of the report will include front matter, the body of the report, and back matter.
Front Matter
Prior to the body of the report, you will need to include a memo or letter of transmittal, a title page, a table of contents, a list of illustrations (if you include illustrations), and an executive summary.
Body of the Report
The body of the report should use a conventional structure and incorporate meaningful headings that reveal the structure of the report to the readers. (“Body” is not a meaningful heading.) While you should include sections for Introduction and Conclusions, the other sections that make up the body of the report will depend upon the specific focus of your work. Your outline in the Proposal may be useful, but you will most likely need to modify that outline as you complete research.
A discussion of your methods (or search strategies) and a discussion of the problem/opportunity should be included in the report; such items can appear in the introduction or in the body of the report, depending on how much development is needed.
A recommendation or recommendations for the next step your audience should take will most likely end the report.
Required Research: Research should be used throughout the discussion. Include at least 5 scholarly sources in the report and ensure that all other sources are authoritative in nature.
Interviews can be used as sources, but transcripts of the interviews must be provided as an appendix to the report (which will not count as part of the word requirement mentioned above).
The research should be incorporated into the text gracefully, meaning, in part, that summary should be preferred to direct quotation. Summary and paraphrase require citation in text.
Graphics or Visual Aids:I do encourage you to use visual aids in the report if illustrations or graphics would be useful in helping your readers understand the topic, yo.
Top of FormBottom of FormEnterprise Architecture Enables Proce.docx
Top of Form
Bottom of Form
Enterprise Architecture Enables Processes Paper
Purpose of this Assignment
This assignment gives you the opportunity to apply your critical thinking skills and understanding of the course concepts to explain how the enterprise architecture (EA) and/or the EA program supports the other IT management processes of an organization. This assignment specifically addresses the following course outcomes:
· describe enterprise architecture (EA), the appropriate application of EA frameworks, and an overall ongoing EA program
· analyze and examine how enterprise architecture and enterprise systems influence, support, and enable an organization's ability to contribute to strategic decision making and to respond and adapt to the business environment
· apply EA concepts to support business requirements and identify opportunities for enterprise solutions
Assignment
As you have learned throughout the course, EAs can be used to support a wide variety of information technology management processes, and an EA program strengthens IT management activities. A well-defined and implemented EA contributes significantly to each of the phases of the systems development life cycle (SDLC). For this assignment you will write a 3-5 page paper (not counting any cover sheet or reference pages) that explains briefly what enterprise architecture (EA) is and then how it supplements and enables each of the phases of the SDLC:
· initiation/planning/concept phase
· requirements analysis phase
· design phase
· development phase
· integration and testing phase
· implementation/deployment/support/maintenance phase
You should explain how EA enables each phase, how it fits into each phase, and what unique qualities or capabilities a well-defined EA contributes that might not otherwise be available to the organization.
The use of at least two external scholarly resources (other than class materials) is required. (NOTE: More than two external resources are required to receive all possible points; see Grading Rubric below.) You should use scholarly journals (rather than Wikipedia and author-less website postings). If you need assistance with determining what a scholarly journal is, the UMUC library is a very good source of information, accessed via the following link: http://www.umuc.edu/library/libhow/articles.cfm. Remember to correctly cite and reference all sources using APA format.
Submit your paper in Word format via your Assignments Folder as an attached document with your last name included in the filename.
Grading Rubric
Use the rubric below to be sure you have covered all aspects of the assignment.Criteria
90-100%
Far Above Standards
80-89%
Above Standards
70-79%
Meets Standards
60-69%
Below Standards
< 60%
Well Below Standards
Possible Points
Intro-duction
5 Points
A sophisticated introduction sets the stage for the paper.
4 Points
A well-written introduction sets the stage for the paper.
3.5 Points
The introduction adequately sets the stage ...
10 25 Points.docx
This document provides instructions for a nursing assignment. It outlines the purpose, course outcomes, grading rubric, and requirements for the assignment. Students are asked to write a paper on a nursing topic based on evidence from a recent scholarly journal article. The paper must include an introduction, body, and conclusion section. It must be formatted according to APA style and cannot exceed two pages. Sources must be from nursing journals published within the last five years. The document provides detailed descriptions of the criteria and point values for each section of the paper.
Using rubrics for grading and tools at UL
The document discusses using rubrics for grading assessments. It provides tips on developing rubrics and outlines criteria to consider, such as validity, reliability, and transparency. It also introduces some online tools that can help with rubric-based grading, including the Assignments tool and PostEm tool in Sulis and Turnitin Feedback Studio. Turnitin Feedback Studio allows instructors to provide detailed feedback and integrate with the Assignments tool in Sulis, though grades do not directly transfer back. The document provides guidance on aligning rubric criteria with learning outcomes and constructing descriptive standards and levels of performance.
Directions essay 3 Write a post-session summary based on the com.docx
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
DDDEEEHHH 111888000000 DDDeeennntttaaalll HHHyyygggiii eeennn eee 111
Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
Dental Hygiene 1 Informative Poster Research Paper Rubric for Evaluation (100 points poss.)
Qualities and C.
Aaa assessment 2Assessment description.pdfCritical Thinki.docx
Aaa assessment 2/Assessment description.pdf
Critical Thinking and Managerial Decision Making
Written Assessment- Reflective Essay
Task: The essay must be 2000 words (+/-10%) in length.
Cover page: The essay must include a cover page that contains your name, student number,
resident campus, assessment title, and lecturer.
Format: Text should be word-processed, with appropriate layout and use of headings/sub
headings. Times New Roman, 12 size font and line spacing (1.5).
Referencing: A minimum of 10 academic references are required. The list of references
should form the last page or two, at the end of the assessment. Referencing should be in a
consistent APA style.
Task Description: The objectives of this reflective essay are for students to (1) summarize,
critically review and reinforce key concepts and theories learned from week 1 to week 9 of this
unit. (2) reflect on these concepts/theories’ potential impact on students’ decision making, and
how these learnings are being applied and could be applied in their current jobs, development
of future career and/or their life generally. (3) reflect on new insights gained about oneself as a
result of learning the unit and propose a plan for self-development.
Minimum number of concepts/theories/themes required to pass: 6
Students ought to start the reflective essay in week 4 after the submission of their first
assignment. From week 4 to week 9 (a total of 6 weeks), students are expected to reflect on
the topics (week 1-week 9) this unit has covered and evaluate which concepts or theories
have inspired their thinking or influenced their decision making. This assignment still
requires an essay format with introduction section outlining the scope, purpose and
structure information. The body paragraphs need to contain at least six themes over the
course of six weeks, and each theme needs to contain a CONVINCING and PERSONAL
justification of why these concepts/theories are chosen and how the mentioned
concepts/theories have changed/might change the students’ thinking or the students’
decisions. For example, students could identify the concepts of “automatic versus critical
thinking” as a theme for one week’s reflection, and illustrate with personal examples how
having learned about the differences has enabled him/her to be more effective in making a
certain decision at work. Close to the end, the essay needs to reflect on self-knowledge and
highlight implications for future self-development.
To successfully complete this assessment task, students should answer the following reflective essay
questions:
Which concepts/theories from which week’s learning activities are significant or important to
you?
Why are these concepts/theories you have identified important or significant to you?
(Theoretical review)
How are the concepts/theories you have learned influencing/impacting your deci.
College of Undergraduate StudiesB.A. PsychologyProgram Outcome.docx
College of Undergraduate Studies
B.A. Psychology
Program Outcomes
Program Outcome One: Critical Thinking
Competency 1.1
Apply critical and creative thinking, skeptical inquiry, and the scientific approach to solve problems related to behavior and mental processes.
Competency 1.2
Seek and evaluate scientific evidence for psychological claims.
Program Outcome Five: Knowledge Base of Psychology
Competency 5.1.
Explain major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
Program Outcome Two: Research
Competency 2.1
Apply basic research methods, including research design, data analysis, and interpretation to become informed consumers of research.
Competence 2.2
Access and select appropriate information from a variety of print and electronic sources and apply them responsibly to written and oral presentations.
Program Outcome Three: Oral and Written Communication Skills
Competency 3.1.
Present psychological concepts orally for various purposes using technology when appropriate.
Competency 3.2.
Present psychological information in writing, using technology, style, and professional conventions as appropriate to the audience.
Program Outcome Four: Values
Competency 4.1
Justify the necessity of ethical behavior in the science and practice of psychology.
Competency 4.2
Analyze the complex variations in populations and contexts as related to psychological explanations, and evaluate the importance of diversity in the practice of psychology.
Program Outcome Six: Application of Psychology
Competency 6.1.
Apply psychological principles to examine and analyze personal, social, and organizational issues.
Program Outcome Seven: Interpersonal Effectiveness.
Competency 7.1.
Analyze the importance of effective communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity.
Competency 7.2.
Solicit and utilize feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships.
STUDENT SELF APPRIASAL OF LEARNING
Bachelor of Arts in Psychology
College of Undergraduate Studies
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.1
Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.
Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).
Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorr.
Lecture 5 - Writing a project report
The document provides guidance on writing an effective project report. It should include an introduction, project plan, design process, recommendations, and conclusion. Key sections are the problem statement, objectives, methods, results, and lessons learned. Visuals like diagrams and screenshots can support the written content. Precision, clear structure, and referencing sources properly are important for professionalism and credibility.
ASSIGNMENT 2 - Research Proposal Weighting 30 tow.docx
ASSIGNMENT 2 - Research Proposal
Weighting: 30% towards final grade
Word limit: 3000 (-/+10%) – text only, excluding tables, appendices, references,
covers page, contents.
This is an individual piece of work
Apply the requirements of the Harvard Referencing System throughout the
report.
Use the structure appearing below:
Research Proposal Specifics
You are about to commence a new research project in a field of your choice.
You are expected to write a report that constitutes a research proposal.
1. Working individually, you will:
- Have chosen a clear and specific research question/ aim/ hypothesis for your research;
- Have contextualised your research question/ aim within the academic literature;
- Understand the philosophical and methodological bases for your research;
- Have a sound method to address the research question/ aim/ hypothesis.
2. Use Harvard style in-text citation and referencing.
3. Do not copy any materials you use word for word unless you identify these sections clearly as
quotations.
4. If you paraphrase any materials, you must identify sources through in-text referencing.
5. This is an individual assignment please do not work closely with anyone else.
6. Write 3000 words (+ or – 10%) excluding the header sheet, cover page, contents page, reference
list, footnotes and appendices.
Marks for criteria: Criteria
10% Focus and Completion Does the proposal
address the set tasks in a meaningful
manner?
20% Research Objective Does the proposal
clearly articulate
20% Synthesis and Soundness Does the
proposal place the research objective in
the context of the relevant academic
literature and any relevant past studies?
Does the discussion demonstrate a
comprehensive understanding of that
literature?
30% Research Methods and Methodology Does
the proposal sensibly outline methods for
accessing sources of data that will address
or answer the research objective? Is the
method consistent with the methodology?
10% Clarity of Approach Is the proposal well
organised, logically constructed and
attentive to the needs of the reader? Does
the timeline include an Gantt chart or key
milestones for research?
10% Mechanical Soundness Is the portfolio
clearly written, spell
Structuring the research proposal
1. Introduction (~200 words)
Explain the issue you are examining and why it is significant.
Describe the general area to be studied
Explain why this area is important to the general area under study (e.g., psychology of
language, second language acquisition, teaching methods)
2. Background/Review of the Literature (~1000 words)
A description of what has already known about this area and short discussion of why the background
studies are not sufficient.
Summarise what is already known about the field. Include a summary of the basic
background information on the topic gleaned from your literature re ...
Clinical Field Experience E Literacy Post-AssessmentAnalyzing.docx
Clinical Field Experience E: Literacy Post-Assessment
Analyzing pre‐assessment data to help you adjust your future instruction to reach students who may not have mastered the concept. Re‐teaching a concept to a small group is a great way to practice the skill of using assessment data to drive instruction.
Allocate at least 3 hours in the field to support this field experience.
Part 1: Standards‐Based Literacy Assessment
Working with your certified general education mentor teacher:
1. Implement your activity with your designated small group of students.
2. Reassess the students using the same pre‐assessment format, now as the post‐assessment.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Part 2: Lesson Reflection
In 250‐500 words, address the following:
1. summarize your activity and reflect upon your instructional choices, activity delivery, and pre‐ and post‐assessment data.
2. Analyze the data from your pre‐ and post‐assessments and discuss how you would use that data to guide your future planning and instruction.
3. Reflect on the delivery of the activity. Identify successes of the activity delivery, as well as opportunities for revision.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Clinical Field Experience E: Literacy Post-Assessment35.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Learning Activity20.0%Not addressed.Summary of how the activity implements instructional strategies that build reading comprehension and vocabulary skills is underdeveloped. The designed activity is inappropriate for the designated student group.Summary somewhat connects how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity meets the needs of the student group.Summary appropriately describes how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity is suitable for the needs of the student group.Summary comprehensively describes how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity is well-crafted for students.Data Analysis20.0%Not addressed.Data from the pre- and post- assessment is insufficiently analyzed to guide future planning and instruction.Data from the pre- and post- assessment is broadly analyzed and demonstrates basic competence guiding future planning and instruction.Data from the pre.
Report writing (short version)
The document provides guidance on report writing. It discusses what a report is, why reports are written, differences between reports and essays, and sections of a typical report. A report is a structured document that presents information clearly and succinctly to help make decisions or account for actions. It uses headings and subheadings to break up content. Reports are used in business, science labs, and case studies. They are meant to be practical, evaluative, and analytical rather than theoretical like essays. Reports also help develop written communication skills and can model documents written in future jobs or academic journals.
Research ProjectFocus of the Research ProjectThe final version.docx
Research Project
Focus of the Research Project
The final version of your Research Project should be 10 to 12 double-spaced pages (not including the title page, reference page, tables, appendices, etc.). The paper will be an original business research project that tests a hypothesis of your choice. The research can relate to your place of current/previous employment or other contexts of interest. Sample topics could include, but are not limited to:
•
Manufacturing quality/cost improvement
•
Service quality improvement
•
Systems design
•
Accounts receivable/billing/accounts receivable aging
•
Marketing/advertising Issues
•
Sales of goods
•
Investments
•
Product safety
•
Workplace safety
•
Labor pools
•
Human resources matters of broad concern
•
Population studies
For your Research Project, you will be combining all parts that you have worked on from Weeks One through Five. Your paper should be formatted as follows:
•
Part 1: Introduction
◦
Background information about your research project (Week One)
◦
Describe the management dilemma (Week One)
◦
Ethical Concerns (Week Two)
◦
Develop and explain your hypothesis (Week One)
•
Part 2: Literature review
◦
Background research on at least three scholarly sources (Week One)
•
Part 3: Data
◦
Secondary data (Week Three)
◦
Measurement benchmark and scales (Week Three)
◦
Plans for using observations, focus groups, interviews, or surveys (Week Four)
◦
Plans for analyzing data (Week Five)
◦
Plans for how to analyze results (Week Five)
•
Part 4: Results
◦
Summarize and display the results of your research. Provide charts, graphs, tables, and so forth, as they might apply to your research.
◦
State whether you reject or fail to reject the null hypothesis based on your study; explain.
•
Part 5: Conclusion
◦
Summarize the entire study and reflect on it
▪
Consider the “take-home” message that management and other decision makers can use from this research to make informed business decisions.
▪
Include the strengths and weaknesses of the study and suggestions for future research.
•
Part 6: References
◦
Include a separate references page and cite all references within the text of the paper.
•
Part 7: Appendix
◦
If applicable
Writing the Research Project
The Research Project
•
Must be 10 to 12 double-spaced pages in length (not including the title page, reference page, tables, appendices, etc.) and formatted according to APA style
•
Must include a separate title page with the following:
◦
Title of paper
◦
Student’s name
◦
Course name and number
◦
Instructor’s name
◦
Date submitted
•
Must begin with an introductory paragraph that has a succinct thesis statement.
•
Must address the topic of the paper with critical thought.
•
Must end with a conclusion that reaffirms your thesis.
•
Must use at least three scholarly sources from the Ashford University Library, in addition to the text.
•
Must document all sources in APA style
•
Must include a separate reference page th.
WarningYou do not have permissions to perform this activityA.docx
Warning
You do not have permissions to perform this activity
Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Due Jan 24 15
In Phase 2, your team will work together to develop a detailed description and implementation plan for the innovation you selected to pursue in Module 3. Each team member must research and describe a product development or management process, methodology, or model that could be utilized to implement the innovation. The group should select and use one of these models for developing its own implementation plan.
For this assignment, write a paper of 2,000-3,000 words that addresses the following:
Finalize the name and include a one- or two-sentence description of the innovation.
Describe the value the new product or service will provide to customers and describe the need it will meet.
Utilizing the model selected by the team, create the detailed implementation plan for the innovation. Make sure the plan accounts for contingencies/risks in the implementation process and includes realistic timeframe and budgeting considerations.
Use graphics such as organizational charts, process maps, and/or budget tables as appropriate to increase the readability and professional appeal of the plan.
Include in-text citations from at least six secondary sources. Each person on the team must contribute an article from the research that was completed on product development or management processes, methodologies, and/or models.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %
Content
40.0 %
Content Subject Knowledge: As a group, research and describe product or service tool, methodology, and model; select model; identify and explore product or service; create a description of product or service.
Paper content omits the requirements stated in the assignment criteria. Innovation idea is outlined poorly and lacks research.
Paper content omits some requirements stated in the assignment criteria. Innovation lacks supporting evidence and research.
Paper content is complete. All assignment requirements are met. Innovation is outlined and supported with research.
Paper content is comprehensive and accurate. All assignment criteria are met. Innovation is explained and supported with relevant research.
Paper content is thoughtfully evaluated and accurate. All assignment criteria are met. Innovation is explained, analyzed, and supported with timely research and ideas.
30.0 %
Content Comprehension
Content is incomplete or omits most of the requirements stated in the assignment criteria
Content is incomplete or omits some requirements stated in the assignment criteria.
Content is complete, but could use additional development with specific detail. Research is inadequate in relevance, quality, and/or timeliness.
Content is comprehensive and accurate, and definitions are clearly stated. Research is adequate, timely, and relevant, and addre.
Similar to The UMUC Graduate School COMBINED Rubric for Assessing Critica.docx (20)
S2 2016 mgmt 2004 environmental issues in business d
S2 2016 mgmt 2004 environmental issues in business d
Part 3 (Due 11915)To begin, work through the .docx
Part 3 (Due 11915)To begin, work through the .docx
8The SBTM Prospectus TemplateThe SBTM Prospectus is a stepping.docx
8The SBTM Prospectus TemplateThe SBTM Prospectus is a stepping.docx
Business Model and Strategic Planning OutlineI. Title Page.docx
Business Model and Strategic Planning OutlineI. Title Page.docx
FINC20018 Managerial Finance T1 2019 Assessment 2 – Prac.docx
FINC20018 Managerial Finance T1 2019 Assessment 2 – Prac.docx
2Report Package Report AssignmentDue Sunday, Sept. 20, b.docx
2Report Package Report AssignmentDue Sunday, Sept. 20, b.docx
Top of FormBottom of FormEnterprise Architecture Enables Proce.docx
Top of FormBottom of FormEnterprise Architecture Enables Proce.docx
Directions essay 3 Write a post-session summary based on the com.docx
Directions essay 3 Write a post-session summary based on the com.docx
Aaa assessment 2Assessment description.pdfCritical Thinki.docx
Aaa assessment 2Assessment description.pdfCritical Thinki.docx
College of Undergraduate StudiesB.A. PsychologyProgram Outcome.docx
College of Undergraduate StudiesB.A. PsychologyProgram Outcome.docx
ASSIGNMENT 2 - Research Proposal Weighting 30 tow.docx
ASSIGNMENT 2 - Research Proposal Weighting 30 tow.docx
Clinical Field Experience E Literacy Post-AssessmentAnalyzing.docx
Clinical Field Experience E Literacy Post-AssessmentAnalyzing.docx
Research ProjectFocus of the Research ProjectThe final version.docx
Research ProjectFocus of the Research ProjectThe final version.docx
WarningYou do not have permissions to perform this activityA.docx
WarningYou do not have permissions to perform this activityA.docx
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Due Jan 24 15In Phase 2, your team will work together to dev.docx
More from ssusera34210
As described in Lecture Note 1, geography is a part of everyday life.docx
As described in Lecture Note 1, geography is a part of everyday life and the study of which ranges from how we design our cities to what lies on the ocean floor. One of the more important kinds of geography is political geography, which can involve everything from the creation of local zoning areas to borders between nations. In your opinion, which level of political geography is more important, that at the local level that impacts people’s everyday lives such as the ability to build an addition onto their house or a national one, which may involve disputed territory and result in armed conflict? Be sure to use examples to support your key points.
.
As an extra credit, Must discuss at least one (1) o.docx
As an extra credit,
:
Must discuss at least one (1) other student's topic
Student discussion:
Since its emergence in the 1960's, plate tectonic theory has gained wide-spread acceptance as the model of how Earth's land masses shift over time. Plate tectonics developed historically in 1915 when Alfred Wegener proposed his theory of "continental drift." He stated that the continents plowed through crust of ocean basins, which would explain why the outlines of many coastlines, such as South America and Africa, appeared to fit like missing pieces of a jigsaw puzzle.
There are various types of plate boundaries such as: convergent plate boundaries, when two collide; divergent plate boundaries, when they spread apart; and transform boundaries, when they slide past each other.
http://scecinfo.usc.edu/education/k12/learn/plate2.htm
.
As an institution, Walden has long supported days of service and.docx
As an institution, Walden has long supported days of service and encouraged students, faculty, and staff to give back to their communities. In the companion Assignment for this module, you are developing a plan for a proposed Global Day of Service project. For this Discussion, you will explain the Global Day of Service project you are proposing for your Assignment and offer feedback and support for your colleagues’ projects.
Important Note:
You will share your ideas regarding your Module 5 Assignment in this Discussion. Be sure to read through the instructions for this Discussion and the Module 5 Assignment prior to beginning work this week.
To prepare:
Review the instructions for the Module 5 Course Project assignment.
Review the Walden University sites regarding social change and Walden’s Global Days of Service. Consider the many meaningful opportunities found in early childhood programs, K–12 schools, and communities for enacting social change. How will the Walden Global Day of Service project you are proposing in this module’s Assignment support social change in your program and field?
Review the Callahan et al. (2012) paper in the Learning Resources. Which of the eight features of social change will be reflected the most in your Day of Service project?
An explanation of the following:
The Day of Service project you are proposing for this module’s Assignment
How your proposed project would support social change in your program and field
Which of the eight features of social change are integrated the most in your Day of Service project
For this Discussion, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.
Learning Resources
Note:
To access this module’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Fullan, M. (2016).
The new meaning of educational change
(5th ed.). New York, NY: Teachers College Press.
Chapter 13, “The Future of Educational Change” (pp. 258–265)
Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., . . . Yob, I. (2012).
Expanding our understanding of social change: A report from the definition task force of the HLC Special Emphasis Project
[White paper]. Minneapolis, MN: Walden University.
Social Change Web Maps
[Diagrams]. Adapted from Expanding our understanding of social change, by Callahan, D., Wilson, E., Birdsall, I., Estabrook-Fishinghawk, B., Carson, G., Ford, S., Ouzts, K., & Yob, I., 2008. Baltimore, MD: Walden University. Adapted with permission of Walden University.
Cooper, K. S., Stanulis, R. N., Brondyk, S. K. Hamilton, E. R., Macaluso, M., & Meier, J. A. (2016). The teacher leadership process: Attempting change within embedded systems. Journal of Educational Change, 17(1), 85–113. .
As computer and internet technologies have advanced and become m.docx
As computer and internet technologies have advanced and become more easily accessible across the world, we are seeing an explosion of social activists, government agencies and terrorists using these technologies to further their efforts. Government and non-government entities use the internet to spread propaganda and information, recruit support and demonize opponents. The efforts of some radical groups, like ISIS, to shut down US infrastructure and thwart military activity can clearly be labeled as cyberterrorism. However, some groups, such as the loosely associated international network of self-proclaimed “hacktivists” identified as Anonymous, are blurring the lines between what constitutes terrorism and what is simply social activism. As technology continues to advance and further our capabilities, we are continuously presented with new and intriguing moral questions.
After reading the module notes and all of the supplemental materials, respond to the following:
Briefly define cyberterrorism. Define hacktivism. Illustrate examples of each in current events within the last decade.
What is the fundamental difference between these two?
How has technology helped to advance these groups?
How do you think our government’s response to such groups has changed our attitudes towards our own freedoms?
In your opinion, do you think Hacktivism is justified or is it just a subset of cyberterrorism? Give some examples to support your stance.
Support your position using appropriate sources that are properly cited.
.
As cultural and literary scholar Louis Henry Gates claims, Repetit.docx
As cultural and literary scholar Louis Henry Gates claims, "Repetition and revision are fundamental to black artistic forms, from painting and sculpture to music and language use." This "Signifyin(g)" is a dynamic noted throughout hip-hop music because its foundation is rooted in "sampling" music that came before. But the content of rap also expresses a Black experience. Therefore, in your final response this week, discuss three significant subjects or themes that hip-hop artists Signify on in the African American literary tradition as they express their own notions of Blackness in lyrical rap music.
.
As an African American male, social issues are some that seem to.docx
As an African American male, social issues are some that seem to be a part of our everyday life at the time of birth. Whether it’s our skin being threatening towards other groups of society, police brutality, not receiving the same education, jobs, or housing as those of other cultures; it’s something that burned into our part of growing up and learning how to maneuver the world around us. Being that this is something that is thrown in our face time and time again, I would like to talk about the trust or lack thereof, between “professional helpers” and African American males. You must first stop and take a look at the deep roots of past and current events that lead to African Americans not trusting the help that’s provided by doctors, lawyers, therapists, etc. For example, historical adversity, which includes slavery, sharecropping, and race-based exclusion from health, educational, social, and economic resources, translates into socioeconomic disparities experienced by Black and African American people today. Socioeconomic status, in turn, is linked to mental health: People who are impoverished, homeless, incarcerated, or have substance use problems are at higher risk for poor mental health.
Despite progress made over the years, racism continues to have an impact on the mental health of Black and African American people. Negative stereotypes and attitudes of rejection have decreased, but continue to occur with measurable, adverse consequences. Historical and contemporary instances of negative treatment have led to a mistrust of authorities, many of whom are not seen as having the best interests of Black and African Americans in mind. The culture from which many African Americans are raised, has a greater distrust of the medical helpers and medical offices alike, from the belief of racial bias. A great example is that of the Tuskegee experiment, where the abuses of slaves by white doctors, simply for the use of medical experimentation. There was no sense of consent or refusal from the African American participants to participate, just because of their lower level in society and the mass discrimination during that time. It’s those issues of the past, that resist black males from seeking the help they truly need, in order to bring them back to the feeling of self and self-worth; and to add a more recent impact, just look at the COVID vaccine, many are skeptical of receiving it, just because of what happens at Tuskegee. Despite progress made over the years, racism continues to have an impact on the mental health of Black and African American people. Negative stereotypes and attitudes of rejection have decreased, but continue to occur with measurable, adverse consequences. Historical and contemporary instances of negative treatment have led to a mistrust of authorities, many of whom are not seen as having the best interests of Black and African Americans in mind.
Most importantly, one must be willing to understand how having a multicultu.
As a work teamDecide on the proto personas each team member .docx
As a work team
Decide on the proto personas each team member will create.
● Begin with your user assumptions worksheet
● Individually, create a list of audience attributes/characteristics (your own views on the user) on sticky notes
● cluster these into 3 - 8 profiles (Take a photo)
● discuss your clusters and move around notes as needed.
● decide as a team, which clusters will be turned into your proto personas.
Each team of three should have at least 3 different user types that you think will use your site. (4 if you are in a team of 4).
Individually
● Create two personas
o PROTO-PERSONA
The first should be one of the proto-personas agreed by your team members in the process above
▪ Use the information from the Lean UX reading and learning materials to help you create your persona
▪ This can be hand drawn and included in your final document as a photograph.
o TRADITIONAL PERSONA
The second is a traditional persona (NOT related to your project website). Use the student data & template provided:
▪ The persona needs to represent the statistical data provided
▪ Use the given ppt template to create the traditional persona or find your own and use that.
.
As an astute social worker and professional policy advocate, on.docx
As an astute social worker and professional policy advocate, once you have selected a social problem, you begin the process of creating and implementing a policy that addresses that social problem.
Address the following items within your group's Wiki page for Part 2:
Topic is Immigration
Is the policy identified by your group dictated by local, state, or federal statute—or a combination thereof?
APA FORMAT
2 REFERENCES
.
As a special education professional, it is important to be aware of .docx
As a special education professional, it is important to be aware of how social and cultural influences can impact the assessment process. Lack of awareness can lead to charges of discrimination and possible litigation.
Using support from the required readings, the Instructor Guidance, supplemental information derived from outside sources and your discussion, and information from the scenario below, you will (a) use information you have learned about Manuel to complete the
Child Study Team Referral Form
found in the
Week Three Instructor Guidance
, and (b) write a 3 page report with your recommendations for Tier Two RTI interventions that take Manuel's social and cultural background into account.
Scenario:
Manuel is becoming more and more listless in class and is still not doing well with his assignments. You have noticed though, that he seems to be making friends, as outside of class each morning you notice him joking and talking with a group of boys. They talk about BMX bikes and an online computer game that they all play. You are aware that some of the boys in that group are involved in the school robotics team and you begin to wonder how you could use his newly formed friendships and your insights into his interests to support his language arts skills.
You and Mr. Franklin are also excited about a workshop you just attended with Dr. Janette Klingner who talked about
how to realize the potential of RTI (Links to an external site.)
(Klingner, J, 2011) with culturally and linguistically diverse learners. The Child Study Team has been doing diagnostic work to see if there are other variables within the classroom and/or school environment that may be affecting Manuel's performance. What the Child Study Team discovers is that Manuel feels embarrassed by his slow reading compared to his classmates and does not see the relevance of classes that are not related to his intended career goal, engineering. The team also notes that Manuel is able to write well, but he often does not finish in-class assignments and tests, and his homework written assignments are very short. The lack of length in his assignments consistently costs him points.
When you talk to Manuel he shows pride when you compliment him on his bilingual ability and ask for his help in translating for a new student from Guatemala. Finally, the team becomes aware that Manuel does not want to be labeled "dumb" and is worried that he will be made fun of if he is pulled out of his regular classes for more intensive support. Manuel’s vision and hearing test were both are normal and his medical exam does not reveal any medical issues.
As a member of the Child Study Team (CST) and taking into account Manuel's interests and the social and cultural influences that may be affecting Manuel's school performance, you and the CST are planning your next steps. You and Mr. Franklin discuss what interventions would take into account Manuel’s cultural and linguistic background. .
As an incoming CEO, how would you have approached the senior leaders.docx
As an incoming CEO, how would you have approached the senior leadership team that neglected to stop the bleeding and encouraged the toxicity? Where would you say your organization lands on Deloitte's Six Personas of Change? Which of the six signature traits are you most comfortable with? And which requires more of a stretch for you?
.
As a prison administrator (wardensuperintendent), what would your r.docx
As a prison administrator (warden/superintendent), what would your recommendation be for HIV testing within the prison system? Why or why not? If so, when should it take place (e.g. during admission, anytime during incarceration, just prior to release)? Should the offenders who are HIV/AIDS positive be segregated? Would it be a violation of the offender’s rights to be segregated from the general population? reaponse must be 400- 500 words
.
As a helpful tool for schools, organizations, and agencies working w.docx
As a helpful tool for schools, organizations, and agencies working with families to have on hand to refer families to services that might be needed to assist the child and/or family.
Create a resource guide for your community (Mississippi) on services available that might help children and or families. This does not have to be an extensive list, but a representation of what should be included in an in-depth guide.
.
ArticleInterspecies ChimerismwithMammalian Pluripotent.docx
This document summarizes a study that tested the ability of various types of human pluripotent stem cells (hPSCs) to contribute to chimera formation in two ungulate species, pigs and cattle. The study found that naive hPSCs robustly engrafted in pre-implantation blastocysts of both species but showed limited contribution to post-implantation pig embryos. An intermediate type of hPSC exhibited higher chimerism and was able to generate differentiated progeny in post-implantation pig embryos. The study also established a CRISPR-Cas9 mediated system for interspecies blastocyst complementation using gene-edited organogenesis-disabled mice hosts.
As a future leader in the field of health care administration, you m.docx
As a future leader in the field of health care administration, you may face many chronic health threats to various systems. As you work to combat these threats and ensure community wellness, you are likely to become an agent of social change. This objective may be more challenging and critical to achieve in matters such as health emergencies and outbreaks. For leaders, outbreaks, epidemics, and pandemics elicit critical and timely attention to situations in health care administration.
In this week’s article by Gostin, Lucey, & Phelan (2014), the authors highlight the challenges present with an Ebola epidemic on a global scale. Using this Learning Resource from this week as well as 2–4 additional resources you may find from the Walden Library, current events, etc., consider your leadership perspective during an outbreak, epidemic, or pandemic.
As you collaborate with your group, individually select one of the following leadership roles that would respond during this outbreak:
Director, FEMA
Director, CDC
Governor of an afflicted state
Incident Response Commander
Response Leader, American Red Cross (or other nongovernmental organization)
***Health Care Administrator for a large medical center (
I HAVE SELECTED THIS ROLE
)****
After selecting your leadership role, use a systems approach to work with your group to establish an immediate response in preventing another pandemic.
The Assignment—Part 1:Individual Case Analysis (1–2 pages):
Based on the leadership role you selected for the Assignment, include the following:
A summary of the leadership challenges this leader would face in assuring the system changes necessary to be prepared for the next outbreak, epidemic, or pandemic
An explanation of how your leadership challenges as this leader relate to challenges of the other leaders listed above
Note:
The leadership challenges that you describe should be those you would face as an individual in the role of your selected leader, rather than the functional challenges of the agency this individual leads.
The Assignment—Part 2:Group Case Study Analysis (2–3 pages):
Then, using your leadership Assignment for the Case Study, collaborate with your colleagues to create a Group Case Study Analysis that includes:
An explanation of how the challenges identified in the individual case analyses collectively affect crisis response by the system and the individuals within it
An explanation of how transformational and transactional leaders might influence outcomes within this case
A summary of how poor leadership might affect the outcome of the case
.
Article Title and Date of the Article .docx
Article
Title
and
Date
of
the
Article
The
Economist
“Insider
dealing:
euro
outs
fear
that
euro
ins
might
do
them
down”
October
17,
2015
Summary
This
article
posted
as
a
special
news
report
by
The
Economist,
is
focused
on
the
Eurozone
and
European
Union,
and
how
they
are
experiencing
some
problems
that
might
hurt
both
the
euro
currency
and
relations
with
non-‐-‐-‐euro
zone
countries.
At
the
moment,
in
Europe
there
are
two
types
of
observers:
the
Europhiles
and
Euroskeptics.
The
Europhiles
are
those
who
admire
Europe
and
favor
the
participation
of
the
European
Union,
while
on
the
other
side
of
the
spectrum
are
the
Euroskeptics,
who
are
those
who
are
opposed
to
increasing
the
powers
of
the
European
Union.
Currently,
the
alarming
political
issue
that
has
been
growing
in
Europe
is
the
negative
relationship
between
those
countries
that
belong
to
the
European
Union
and
Eurozone,
against
those
who
are
members
of
the
European
Union
but
not
the
Eurozone.
The
argument
here
is
that
those
members
belonging
to
the
Eurozone
have
been
meeting
together,
while
excluding
non-‐-‐-‐Eurozone
members
and
making
decisions
such
as
bails,
which
affect
all
countries
within
the
European
Union.
The
Eurozone
countries
believe
that
that
only
those
countries
that
are
members
of
the
Eurozone
should
be
allowed
to
voice
their
opinions
and
make
decisions
on
everything
regarding
the
euro,
since
they
are
the
ones
directly
affected
by
it.
On
the
other
hand,
the
non-‐-‐-‐Eurozone
countries
feel
like
the
euro
members
are
“ganging
up”
on
them,
meaning
that
they
feel
like
those
countries
in
the
Eurozone
are
making
decisions
regarding
their
own
interests,
and
not
the
collective
interests
of
all
members
of
the
European
Union.
Association
to
specific
chapter
material
and
concepts
2.4
A
Single
Currency
for
Europe:
The
Euro
(40)
Chapter
2
discusses
the
global
financial
environment
including
the
European
Union,
the
Euro.
Article The Effects of Color on the Moods of College .docx
Article
The Effects of Color on the Moods
of College Students
Sevinc Kurt1 and Kelechi Kingsley Osueke2
Abstract
This research aims to discover the psychological effects of colors on individuals, using the students’ union complex in a
university campus. This building was chosen due to its richness in color variances. The research method is survey, and
questionnaires were drawn up and distributed to an even range of students, comprising both international and local
students; undergraduate and graduate. Questionnaires have been collected and analyzed to find out the effects different
colors had on students’ moods in different spaces of the students’ union complex. This research would contribute to
understand more about colors and how they affect our feelings and therefore to make better decisions and increase the
use of spaces when choosing colors for different spaces to suit the purpose for which they are designed.
Keywords
color, mood, architectural space
Introduction
We live in a world of color (Huchendorf, 2007, p. 1).
According to the various researches, the color that
surrounds us in our daily lives has a profound effect on our
mood and on our behavior (e.g., Babin, Hardesty, & Suter,
2003; Kwallek, Lewis, & Robbins, 1988; Kwallek,
Woodson, Lewis, & Sales, 1997; Rosenstein, 1985). In
clothing, interiors, landscape, and even natural light, a color
can change our mood from sad to happy, from confusion to
intelligence, from fear to confidence. It can actually be used
to “level out” emotions or to create different moods (Aves
& Aves, 1994, p. 120). The design of an environment
through a variety of means such as temperature, sounds,
layout, lighting, and colors can stimulate perceptual and
emotional responses in consumers and affect their behavior
(Kotler, 1973 in Yildirim, Akalinbaskaya, & Hidayetoglu,
2007, p. 3233). Therefore, it may follow that if we could
measure it, we may get a clue as to how our mood varies
when in any enclosed space. The ambiance of the interior
space affects the users’ behaviors and perception of that
place by influencing their emotional situation. In this
context, it is believed that the various physical components
including light and color have a great importance on the
environmental characteristics of space, especially in public
use like students’ union centers.
Hence, using the appropriate color in design is important
in such buildings. It is also significant to draw cognitive
map and way finding in interiors. Environmental
interventions that promote way finding can be implemented
on two levels: the design of the floor plan typology and
environmental cues, which comprise signage, furnishings,
lighting, colors, and so on. Vivid color coding may enhance
short-term memory and improve functional ability (Cernin,
Keller, & Stoner, 2003). So the use of color is one of the
crucial elements in designing the appropriate circulation of
public interiors. Furtherm.
Art museums and art galleries are two different types of entitie.docx
Art museums and art galleries are two different types of entities.
The primary difference is that while one goes to an art museum to view art and learn about art from an educational or cultural experience; one goes to an art gallery to view art, discover new artists, possibly from the perspective of purchasing the art.
Most museums are funded by governments, foundations, and corporate and private donors, and they are operated on a non-for-profit basis. Galleries seek to make profit and gain exposure for themselves and the artists they represent.Art galleries, are usually small businesses or centers that exhibit art for the purposes of promoting and selling art. One would typically visit an art gallery to discover an artist, possibly with an interest in buying the art. Art museums, on the other hand, are larger and are intended for education and cultural experiences. One would typically visit an art museum to view and study its permanent collection or to visit a touring exhibit of works on loan from another museum or institution.
There are 2 parts
to your Museum Critical Review assignment to be completed after visiting one or more of the following museum websites*
:
Dallas Museum of Art
https://dma.org/
Nasher Sculpture Center
https://www.nashersculpturecenter.org/
Meadows Museum of Art
www.meadowsmuseumdallas.org/
Crow Collection
www.crowcollection.org
Kimbell Art Museum
www.kimbellart.org
Modern Art Museum of Fort Worth
www.themodern.org
Amon Carter Museum of American Art
www.cartermuseum.org
Google Arts and Culture Collections
https://artsandculture.google.com/partner
*Not all of the museums will have the diversity of time periods that you will need to complete the assignment. You may have to visit more than one of the listed museum websites if you choose one of the more time or region specific museums.
ARTS 1301 NLC Art Appreciation Museum Critical Review Assignment and Worksheet
I hope you are inspired by your visit to the museum websites.
This assignment is designed to meet both
Communication and Social Responsibility Student Learning Objectives.
There are 2 parts
to your Museum Critical Review assignment to be completed after visiting one or more of the following museum websites*
:
· Dallas Museum of Art
www.dma.org
· Nasher Sculpture Center
www.nashersculpturecenter.org
· Meadows Museum of Art
www.meadowsmuseumdallas.org/
· Crow Collection
www.crowcollection.org
· Kimbell Art Museum
www.kimbellart.org
· Modern Art Museum of Fort Worth
www.themodern.org
· Amon Carter Museum of American Art
www.cartermuseum.org
· Google Arts and Culture Collections
https://artsandculture.google.com/partner
*Not all of the museums will have the diversity of time periods that you will need to complete the assignment. You may have to visit more than one of the listed museum websites if you choose to go to one of the more time or region specific museums. Your instructor may choose to.
As a clinical social worker it is important to understand group .docx
As a clinical social worker it is important to understand group typology in order to choose the appropriate group method for a specific population or problem. Each type of group has its own approach and purpose. Two of the more frequently used types of groups are task groups and intervention groups.
For this Assignment, review the “Cortez Multimedia” case study, and identify a target behavior or issue that needs to be ameliorated, decreased, or increased. In a 2- to 4-page report, complete the following:
Choose either a treatment group or task group as your intervention for Paula Cortez.
Identify the model of treatment group (i.e., support, education, teams, or treatment conferences).
Using the typologies described in the Toseland & Rivas (2017) piece, describe the characteristics of your group. For instance, if you choose a treatment group that is a support group, what would be the purpose, leadership, focus, bond, composition, and communication?
Include the advantages and disadvantages of using this type of group as an intervention.
REQUIRED resource for assignment
A Meeting of an Interdisciplinary Team
Paula has just been involuntarily hospitalized and placed on the psychiatric unit, for a minimum of 72 hours, for observation. Paula was deemed a suicidal risk after an assessment was completed by the social worker. The social worker observed that Paula appeared to be rapidly decompensating, potentially placing herself and her pregnancy at risk.
Paula just recently announced to the social worker that she is pregnant. She has been unsure whether she wanted to continue the pregnancy or terminate. Paula also told the social worker she is fearful of the father of the baby, and she is convinced he will try to hurt her. He has started to harass, stalk, and threaten her at all hours of the day. Paula began to exhibit increased paranoia and reported she started smoking again to calm her nerves. She also stated she stopped taking her psychiatric medications and has been skipping some of her
HIV
medications.
The following is an interdisciplinary team meeting being held in a conference room at the hospital. Several members of Paula’s team (HIV doctor, psychiatrist, social worker, and OB nurse) have gathered to discuss the precipitating factors to this hospitalization. The intent is to craft a plan of action to address Paula's noncompliance with her medications, increased paranoia, and the pregnancy.
Click one the above images to begin the conversation.
Physician
Dialogue 1
Paula is a complicated patient, and she presents with a complicated situation. She is HIV positive, has Hepatitis C, and multiple foot ulcers that can be debilitating at times. Paula has always been inconsistent with her HIV meds—no matter how often I explain the need for consistent compliance in order to maintain her health. Paula has exhibited a lack of insight into her medical conditions and the need to follow instructions. Frankly, I was astonished an.
artsArticleCircling Round Vitruvius, Linear Perspectiv.docx
arts
Article
Circling Round Vitruvius, Linear Perspective, and the
Design of Roman Wall Painting
Jocelyn Penny Small †
Department of Art History, Rutgers University, New Brunswick, NJ 08901, USA; [email protected]
† Mail: 890 West End Avenue, Apartment 4C, New York, NY 10025-3520, USA.
Received: 1 April 2019; Accepted: 2 September 2019; Published: 14 September 2019
����������
�������
Abstract: Many scholars believe that linear perspective existed in classical antiquity, but a fresh
examination of two key texts in Vitruvius shows that 1.2.2 is about modularity and symmetria,
while 7.Pr.11 describes shading (skiagraphia). Moreover, these new interpretations are firmly based on
the classical understanding of optics and the history of painting (e.g., Pliny the Elder). A third text
(Philostratus, Imagines 1.4.2) suggests that the design of Roman wall painting depends on concentric
circles. Philostratus’ system is then used to successfully make facsimiles of five walls, representing
Styles II, III, and IV of Roman wall painting. Hence, linear perspective and its relatives, such as
Panofsky’s vanishing vertical axis, should not be imposed retrospectively where they never existed.
Keywords: linear perspective; skenographia; skiagraphia; Greek and Roman painting; Roman fresco;
Vitruvius; Philostratus
Two systems for designing Pompeian wall paintings have dominated modern scholarship: a
one- or center-point perspective and a vanishing vertical axis.1 Neither method works for all the
variations seen on the walls of Styles II–IV. The vanishing vertical axis is considered a precursor of
linear perspective, whereas center-point construction is a form of linear perspective. Many scholars
believe that linear perspective was invented by the Greeks, only to be forgotten during the Middle
Ages and “reinvented” in the Renaissance.2 In contrast, I propose that linear perspective was not
known in any form in antiquity but, rather, was an invention of the Renaissance, which also created its
putative ancient pedigree.
1. Background
1.1. Definitions
First, it is important to define four key terms.
“Perspective” applies loosely to a wide range of systems that convert a three-dimensional scene
to two dimensions. Most scholars, however, mean “linear perspective” when they use the unqualified
term “perspective”. No standard definition exists for linear perspective, but only linear perspective
obeys the rules of projective geometry. Formal definitions refer to “station points” (the point or
place for the “eye” of the “viewer” and/or “artist”), vanishing points, horizon lines, and picture
planes, among other aspects. Horizontal lines converge to the “center point” or, in the case of
1 This topic is remarkably complex with a massive bibliography. Small (2013) provides a reasonable summary of the
scholarship to its date of publication. Since then, I have realized that the standard interpretations of key texts and objects
needs to be totally rethought. This artic.
Artists are often involved in national social movements that result .docx
Artists are often involved in national social movements that result in the transformation not only of the art world, but also of society at large. Discuss the transformations that occurred as a result of any of the following civil rights movements (African American, Chicano/a, Native American, gay/lesbian) or the feminist movement. Use a specific example of a work of art in your discussion.
.
More from ssusera34210 (20)
As described in Lecture Note 1, geography is a part of everyday life.docx
As described in Lecture Note 1, geography is a part of everyday life.docx
As an extra credit, Must discuss at least one (1) o.docx
As an extra credit, Must discuss at least one (1) o.docx
As an institution, Walden has long supported days of service and.docx
As an institution, Walden has long supported days of service and.docx
As computer and internet technologies have advanced and become m.docx
As computer and internet technologies have advanced and become m.docx
As cultural and literary scholar Louis Henry Gates claims, Repetit.docx
As cultural and literary scholar Louis Henry Gates claims, Repetit.docx
As an African American male, social issues are some that seem to.docx
As an African American male, social issues are some that seem to.docx
As a work teamDecide on the proto personas each team member .docx
As a work teamDecide on the proto personas each team member .docx
As an astute social worker and professional policy advocate, on.docx
As an astute social worker and professional policy advocate, on.docx
As a special education professional, it is important to be aware of .docx
As a special education professional, it is important to be aware of .docx
As an incoming CEO, how would you have approached the senior leaders.docx
As an incoming CEO, how would you have approached the senior leaders.docx
As a prison administrator (wardensuperintendent), what would your r.docx
As a prison administrator (wardensuperintendent), what would your r.docx
As a helpful tool for schools, organizations, and agencies working w.docx
As a helpful tool for schools, organizations, and agencies working w.docx
ArticleInterspecies ChimerismwithMammalian Pluripotent.docx
ArticleInterspecies ChimerismwithMammalian Pluripotent.docx
As a future leader in the field of health care administration, you m.docx
As a future leader in the field of health care administration, you m.docx
Article The Effects of Color on the Moods of College .docx
Article The Effects of Color on the Moods of College .docx
Art museums and art galleries are two different types of entitie.docx
Art museums and art galleries are two different types of entitie.docx
As a clinical social worker it is important to understand group .docx
As a clinical social worker it is important to understand group .docx
artsArticleCircling Round Vitruvius, Linear Perspectiv.docx
artsArticleCircling Round Vitruvius, Linear Perspectiv.docx
Artists are often involved in national social movements that result .docx
Artists are often involved in national social movements that result .docx
Recently uploaded
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Setup Default Value for a Field in Odoo 17
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
BPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Recently uploaded (20)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
BPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
The UMUC Graduate School COMBINED Rubric for Assessing Critica.docx
- 1. The UMUC Graduate School COMBINED Rubric for Assessing Critical Thinking, Information Literacy, Written Communication and Technology Fluency Introduction: This rubric was developed from research conducted in UMUC’s Graduate School. The rubric articulates fundamental criteria for each Student Learning Expectation (SLE) with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubric is intended for program-level use in evaluating and discussing student learning, not for grading. This rubric is designed to be trans-disciplinary and is designed for use with the UMUC Graduate School’s Common Activity. Definitions: Critical Thinking (THIN) - Demonstrate the use of analytical skills and reflective processing of information. Information Literacy (INFO) - Demonstrate the ability to use libraries and other information resources to effectively locate, select, and evaluate needed information. Written Communication (COMM) - Produce writing that meets expectations for format, organization, content, purpose, and audience. Technology Fluency (TECH) - Demonstrate an understanding of information technology broad enough to apply technology productively to academic studies, work, and everyday life. Glossary: The definitions that follow were developed to clarify terms and concepts used in this rubric only.
- 2. • Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are taken for granted or accepted as true. • Context: The historical, ethical, political, cultural, environmental, or circumstantial settings or conditions that influence and complicate the consideration of any issues, idea and actions. • Analysis: The process of breaking something into its parts and putting the parts back together to better understand the whole. It involves exposing underlying assumptions that inform ideas/issues and actions and such strategies as comparing and contrasting, looking at similarities and differences, and examining causes and effects. • Synthesis: Brings together all opinions and research in support of analysis or informed action. It involves integrating (combining) the relevant ideas, facts and research with one’s own opinions and conclusions into a new whole. • Consequences/Implications: The effects, results, or outcomes that would naturally or logically occur as the result of ideas or actions (as revealed in foregoing analysis and synthesis). Criteria Applications: · Conceptualization/Main Ideas - are expected to be presented early in the writing, include the main idea, issue, assumption or action, and indicate the direction the writer will take in his/her thinking. · Analysis – will clearly show some of the strategies described in the definition above. · Integration/Support– clearly brings together analysis and research to move toward the conclusions. · Conclusions/Recommendations – go beyond a simple summary of the ideas and research presented in the paper, and includes forward looking. · Information Retrieval – clearly meets the requirements specified in the common activity in terms of what items
- 3. constitute retrieval performance. All specified requirements are considered equally important. · Writing Mechanics – when evaluating writing, all elements of writing, word use, grammar, spelling and punctuation are considered equally important. · APA Style – for purposes of this rubric, APA relates primarily to headings, citations and references and the mastery used in employing each. It does not include recommendations on margins, font and line spacing. · Technology Application – for purposes of this rubric, technology application specifies the use of MS Word, word count, margins, font, line spacing, page number employment, PPT and PDF creation (8 specified items). Deductions of .5 should be taken for each specified item missed. Students missing six specified items fall in the unsatisfactory range. · Rating Scale – use one decimal when scoring each criterion, for example, 0.5, 0.8, 2.0, 3.2, or 3.7. COMBINED Rubric for Outcomes Assessment for Spring 2013, The Graduate School CRITERIA EXEMPLARY 3.1-4.0 COMPETENT 2.1-3.0 MARGINAL 1.1-2.0 UNSATISFACTORY
- 4. 0-1.0 Score for Each Criterion Conceptualization/Main Ideas [THIN] Identifies and articulates the main idea(s)/issues(s) in a way that is appropriate for the audience, research, context, and purpose of the assignment. Identifies and articulates the main ideas/issues as appropriate with exceptional depth and clarity for full understanding with no ambiguities. Identifies and articulates the main ideas/issues as appropriate with sufficient depth and clarity. Ambiguities and omissions do not seriously impede understanding. Identifies and articulates the main ideas/issues within context with some depth and clarity. Ambiguities and omissions impede understanding. Insufficiently identifies and articulates the main ideas/issues. Lack of clarity or depth impedes understanding. 0.0 Analysis [THIN] Breaks apart concepts and determines essential components and underlying assumptions of the idea(s)/ issue(s) while considering connections and significance. Examines information in a highly logical and accurate manner and extensively exposes relationships, causalities, and underlying assumptions of the ideas/issues. Examines information in a mostly logical and accurate manner and sufficiently exposes relationships, causalities, and underlying assumptions of the ideas/issues. Examines information in a somewhat logical and accurate manner and insufficiently exposes relationships, causalities, and underlying assumptions of the ideas/issues. Examines information in an illogical and inaccurate manner and fails to expose relationships, causalities, and underlying
- 5. assumptions of the ideas/issues. 0.0 Integration/Support [THIN] Combines key concepts from research and analyses in a coherent manner to form a cohesive, organized response. Consistently incorporates analyses with other information/research to connect key concepts in a highly coherent, organized way. Usually incorporates analyses with other information/research to connect key concepts in a mostly coherent and mostly organized way. Occasionally incorporates analyses with other information/research to connect key concepts in a partially coherent and partially organized way. Rarely or never incorporates analyses with other information/research to connect key concepts. Work is incoherent and disorganized. 0.0 Conclusions/Recommendations [THIN] Formulates a position based upon consequences and implications. Forms a conclusion in a highly effective manner demonstrating an original, well-reasoned, and justifiable perspective(s) that extensively considers potential consequences and implications. Forms a conclusion in a mostly effective manner demonstrating a generally original, well-reasoned, and justifiable perspective(s) that sufficiently considers potential consequences and implications. Forms a conclusion in a partially effective manner demonstrating weakness in originality, reasoning, and
- 6. justifiable perspective(s) that insufficiently potential consequences and implications. Forms a conclusion in an ineffective manner. Lacks an original, well-reasoned, or justifiable perspective(s) with no consideration of potential consequences and implications. 0.0 CRITERIA EXEMPLARY 3.1-4.0 COMPETENT 2.1-3.0 MARGINAL 1.1-2.0 UNSATISFACTORY 0-1.0 Score for Each Criterion Selection/Retrieval [INFO] Chooses appropriate resources identified through online searches and critically assesses the quality of the information according to the criteria in the assignment.
- 7. Displays thorough evidence that information sources were chosen and assessed according to assignment expectations. Displays mostly complete evidence that information sources were chosen and assessed according to assignment expectations. Displays incomplete evidence that information sources were chosen and assessed according to assignment expectations. Displays very little or no evidence that information sources were chosen and assessed according to assignment expectations. 0.0 Writing Mechanics [COMM] Uses wording, grammar, spelling and punctuation accurately and correctly. Contains virtuallynoerrors ingrammar, spelling and punctuation; any errors in writing mechanics and word usage do not interfere with reading or message. Demonstrates some errors in grammar, spelling, punctuation and/or word usage that somewhat interfere with reading or message. Demonstrates numerous errors in grammar, spelling, punctuation and/or word usage. These errors distract from the reading and weaken the message. Demonstrates excessive errors in grammar, spelling, punctuation and word usage. These errors display an inability to communicate the message. 0.0 APA Compliance [COMM] Follows APA style that includes headings, citations and a reference page. Employs very accurate APA style. Employs mostly accurate APA style. Employs mostly inaccurate APA style. Employs little orno APA style. 0.0
- 8. Technology Application [TECH] Creates accurate electronic document according to formatting specifications of the assignment. Creates an electronic document that complies with all of the formatting specifications of the assignment. Creates an electronic document that mostly complies with the formatting specifications of the assignment. Creates an electronic document that partially complies with the formatting specifications of the assignment. Creates an electronic document that minimally complies or shows no evidence of compliance with the formatting specifications of the assignment. 0.0 C2 Model-Combined Rubric 2014 Spring C2 Model-Common Activity for Senior Graduating Students 2014 Spring Case 1: Special assignment The Graduate School Common Outcomes Assessment Activity 10% of total course grade In Spring 2014, UMUC’s Graduate School is conducting an assessment exercise in all capstone courses using a common writing assignment. For MGMT 670, this common assignment will replace Case 1. Please submit the essay as described below to your LEO assignment folder under “Case 1.” It will be evaluated according to the rubric criteria (attached). Prompt: Identify one major challenge (i.e. technology, policy, economic,
- 9. personnel, global influence, educational…) facing leaders in your field today and make two recommendations on how this challenge might be addressed to ensure organizational success? Major Challenge is “Information sharing”, my field is criminal justice. You can decide the two recommendations. Instructions: 1. Write a short essay (800-1,000 words; 3-4 pages) that provides a critical and thoughtful response to the prompt presented above. 2. Perform appropriate research that will support your response to the prompt and meet these criteria: · At least three (3) scholarly journal articles. · Two of these articles must have been published within the last 5 years. 3. Follow APA style guidelines for citations and reference page. Please use APA Level 1 headings and organize the essay in a logical sequence. 4. Demonstrate the mastery of technology skills by meeting following criteria: · Prepare your essay in MS Word with 1-inch margins on all sides, double-spaced and 12 pt. Times New Roman font. Employ page numbers. Note: Prior to starting the assignment, please review the grading rubric (attached) and consider all rubric criteria when writing your essay.