Trends & Issues Presentation RubricMastery(4 pts)Proficien.docx
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Trends & Issues Presentation Rubric Mastery (4 pts) Proficient (3 pts) Developing (2 pts) Beginning (1 pt) Content Topic is tightly focused and relevant; presentation contains accurate information with no fact errors. Topic is adequately focused and relevant; major facts are accurate and generally complete. Topic would benefit from more focus; presentation contains some fact errors or omissions. Topic lacks relevance or focus; presentation contains multiple fact errors. Documentation Effective message support provided in the form of facts and visual aids; references are current and supports major ideas; includes at least 4 references beyond the textbook. Adequate message support provided for key concepts by facts and visual aids; references are generally accurate and current; includes at least 3 references beyond the textbook. Some message support provided by facts and visual aids; references may be outdated or thin; includes at least 2 references beyond the textbook. Little or no message support provided for major ideas; little or no references provided. Completeness Presentation provides good depth and detail; ideas well developed; facts have adequate background; presentation is 10-15 minutes in length or 10-15 slides. Presentation provides adequate depth; few details are omitted; major ideas are adequately developed; presentation is 10-15 minutes in length or 10-15 slides. Additional depth needed in places; important information omitted or not fully developed; presentation is too short or too long. Presentation does not provide adequate depth; key details are omitted or undeveloped; presentation is too short or too long. Organization/ Clarity Ideas are presented in logical order with effective transitions; presentation is clear and concise. Most ideas are in logical order with adequate transitions; presentation is generally clear and understandable. Some ideas not presented in proper order; transitions are needed; some parts of the presentation may be wordy or unclear. Ideas are not presented in proper order; transitions are lacking; several parts of the presentation may be wordy or unclear. Grammar/Mechanics Presentation contains no grammar errors; sentences are free of jargon, complete, and easy to read; no APA errors in citations. Presentation has no serious grammar errors; sentences are mostly jargon-free, complete, and understandable; few APA errors in citations. Presentation may contain some grammar or sentence errors; sentences may contain jargon or are too long or hard to follow; few APA errors in citations. Presentation contains several major grammar/usage errors; sentences are long, incomplete, or contain excessive jargon; many APA errors in citations. Peer Feedback Student provided thorough and clear feedback to two classmates’ presentations. Student provided adequate feedback to two classmates’ presentations. Student provided feedback to one classmate’s presentation. Student did not provide feedback to classmates’ present ...
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Task· This is an individual task. · The task focuses on areas .docx
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the Midterm Assessment, complete it with according with the topics discussed in class during the 2nd part of the course with following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limi.
Essay RubricStudent name AssignmentCriterionExemplar.docx
Essay Rubric
Student name:
Assignment:
Criterion
Exemplary - Proficient
Intermediate - Emerging
Not Evident
Points and Feedback
Introduction
Points Possible:
Contains an engaging or interesting hook to capture audience attention. Provides a clear overview of the topic. Clear, concise thesis statement provides focus or purpose of essay.
Contains a hook that may be somewhat unclear or unrelated to topic. Overview is general or somewhat confusing. Thesis statement is somewhat vague or rambling.
Hook is unrelated to topic or missing. No overview is provided or does not preview the topic. Thesis statement is unfocused, off-topic, or missing.
Points Earned:
Feedback:
Body
Points Possible:
Each body paragraph has a clearly stated main idea that relates directly to the thesis statement. Relevant, accurate support is included for each idea.
Each body paragraph has a main idea. The relationship to the thesis statement is sometimes weak. Adequate support is included for each idea.
Body paragraphs lack focus. Relationship to thesis statement is often unclear. Little or no support is included.
Points Earned:
Feedback:
Conclusion
Points Possible:
Summarizes major points without being repetitive. Thesis statement is restated in a way that reminds audience of focus or purpose. No new information is introduced.
Summarizes major points. Thesis statement is restated but may be vague or repetition from introduction. No new information is introduced.
Major points are not summarized. Reference to thesis statement is lacking or confusing. New information is introduced.
Points Earned:
Feedback:
Structure and Coherence
Points Possible:
Organization is appropriate for topic and may enhance presentation of topic. Transitions connect paragraphs and ideas and move the reader smoothly from one idea to the next.
Organization is appropriate or adequate for the topic. Transitions are used, but may be lacking in some areas or don’t always provide smooth transitions.
Organization is not appropriate for topic or little to no organization apparent. Transitions are used incorrectly or rarely/never used.
Points Earned:
Feedback:
Academic Integrity
Points Possible:
Contains only original language and content. Quotations are used sparingly and formatted as such. If outside sources are used, URLs are included.
Contains mostly original language and content. Quotations are formatted as such. If outside sources are used, URLs are included.
Contains language or content that is not original. URLs are not related to content or are not included.
Points Earned:
Feedback:
Format
Points Possible:
Follows all assignment guidelines for formatting.
Follows most assignment guidelines for formatting.
Follows few or none of the assignment guidelines for formatting.
Points Earned:
Feedback:
Grammar, Usage, and Mechanics
Points Possible:
Respects rules of spelling, capitalization, grammar, usage, and punctuation with few or no errors.
Respects rules of spelling, capitalization, grammar, usa ...
Recommended
Task· This is an individual task. · The task focuses on areas .docx
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the Midterm Assessment, complete it with according with the topics discussed in class during the 2nd part of the course with following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limi.
Essay RubricStudent name AssignmentCriterionExemplar.docx
Essay Rubric
Student name:
Assignment:
Criterion
Exemplary - Proficient
Intermediate - Emerging
Not Evident
Points and Feedback
Introduction
Points Possible:
Contains an engaging or interesting hook to capture audience attention. Provides a clear overview of the topic. Clear, concise thesis statement provides focus or purpose of essay.
Contains a hook that may be somewhat unclear or unrelated to topic. Overview is general or somewhat confusing. Thesis statement is somewhat vague or rambling.
Hook is unrelated to topic or missing. No overview is provided or does not preview the topic. Thesis statement is unfocused, off-topic, or missing.
Points Earned:
Feedback:
Body
Points Possible:
Each body paragraph has a clearly stated main idea that relates directly to the thesis statement. Relevant, accurate support is included for each idea.
Each body paragraph has a main idea. The relationship to the thesis statement is sometimes weak. Adequate support is included for each idea.
Body paragraphs lack focus. Relationship to thesis statement is often unclear. Little or no support is included.
Points Earned:
Feedback:
Conclusion
Points Possible:
Summarizes major points without being repetitive. Thesis statement is restated in a way that reminds audience of focus or purpose. No new information is introduced.
Summarizes major points. Thesis statement is restated but may be vague or repetition from introduction. No new information is introduced.
Major points are not summarized. Reference to thesis statement is lacking or confusing. New information is introduced.
Points Earned:
Feedback:
Structure and Coherence
Points Possible:
Organization is appropriate for topic and may enhance presentation of topic. Transitions connect paragraphs and ideas and move the reader smoothly from one idea to the next.
Organization is appropriate or adequate for the topic. Transitions are used, but may be lacking in some areas or don’t always provide smooth transitions.
Organization is not appropriate for topic or little to no organization apparent. Transitions are used incorrectly or rarely/never used.
Points Earned:
Feedback:
Academic Integrity
Points Possible:
Contains only original language and content. Quotations are used sparingly and formatted as such. If outside sources are used, URLs are included.
Contains mostly original language and content. Quotations are formatted as such. If outside sources are used, URLs are included.
Contains language or content that is not original. URLs are not related to content or are not included.
Points Earned:
Feedback:
Format
Points Possible:
Follows all assignment guidelines for formatting.
Follows most assignment guidelines for formatting.
Follows few or none of the assignment guidelines for formatting.
Points Earned:
Feedback:
Grammar, Usage, and Mechanics
Points Possible:
Respects rules of spelling, capitalization, grammar, usage, and punctuation with few or no errors.
Respects rules of spelling, capitalization, grammar, usa ...
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report
1-4 Scale
Weight
Student Score
1
2
3
4
Percentage Score
0 to 59
59-68
69-71
72-75
76-79
80-84
85-89
90-100
Grades
F
C
B-
B
B+
A-
A
A+
Mastery Level
Beginning
Developing
Competent
Mastery
Standard Level
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Subject Matter
50
Problem, Background
Problem statement is poorly crafted or missing or is misstated
Problem statement is not well-crafted but is acceptable
Problem statement is reasonably well-crafted and is specific to the issue
Problem statement is well-crafted, specific and represents a novel outlook on the issue
Discussion of Findings
Discussion is incorrect
correct, missing many of the pros with little or no discussion of negatives
Discussion is inadequately
correct, missing some of the pros and most or all of the cons
Discussion is correct, taking into account most of the pros and cons and represents a solid level of research
Discussion is complete and correct, taking into account pros and cons and represents a full level of research with novel conclusions
Managerial Recommendation
Recommendations are not supported
and demonstrat little or no understanding of problem or the consequences of implementation
Recommendations are inadequately supported
and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available
Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available
Recommendations are fully supported and represents superior understanding of problem, consequences of implementation and has alternate solutions available
Professionalism
Student unable or nearly unable to work independently
and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback
Student had problems working independently
and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback
Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback
Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
References
References are not appropriate to the subject matter or are missing
References are not fully
appropriate to the subject matter
References are timely and appropriate to the subject matter
References represent a complete literature survey are timely and appropriate to the subject matter
Tables/Charts
Tables, charts and other media
poorly support the presentation of the material of the report or are not present when they would be of value
Tables, charts and o ...
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report
1-4 Scale
Weight
Student Score
1
2
3
4
Percentage Score
0 to 59
59-68
69-71
72-75
76-79
80-84
85-89
90-100
Grades
F
C
B-
B
B+
A-
A
A+
Mastery Level
Beginning
Developing
Competent
Mastery
Standard Level
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Subject Matter
50
Problem, Background
Problem statement is poorly crafted or missing or is misstated
Problem statement is not well-crafted but is acceptable
Problem statement is reasonably well-crafted and is specific to the issue
Problem statement is well-crafted, specific and represents a novel outlook on the issue
Discussion of Findings
Discussion is incorrect
correct, missing many of the pros with little or no discussion of negatives
Discussion is inadequately
correct, missing some of the pros and most or all of the cons
Discussion is correct, taking into account most of the pros and cons and represents a solid level of research
Discussion is complete and correct, taking into account pros and cons and represents a full level of research with novel conclusions
Managerial Recommendation
Recommendations are not supported
and demonstrat little or no understanding of problem or the consequences of implementation
Recommendations are inadequately supported
and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available
Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available
Recommendations are fully supported and represents superior understanding of problem, consequences of implementation and has alternate solutions available
Professionalism
Student unable or nearly unable to work independently
and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback
Student had problems working independently
and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback
Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback
Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
References
References are not appropriate to the subject matter or are missing
References are not fully
appropriate to the subject matter
References are timely and appropriate to the subject matter
References represent a complete literature survey are timely and appropriate to the subject matter
Tables/Charts
Tables, charts and other media
poorly support the presentation of the material of the report or are not present when they would be of value
Tables, charts and o ...
ENG 101 Rubric Compare ContrastPoints 2FPoints3D-D.docx
ENG 101 Rubric: Compare Contrast
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development.
Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way. Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.
Demonstrates basic understanding of organization.
Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstra.
My selected Topic Hydrocele & Spermatocele & Varicocele .docx
My selected Topic: Hydrocele & Spermatocele & Varicocele
Your initial post should also include the following:
The most common presenting symptoms.
The manner in which your disorder is routinely diagnosed.
A standard treatment plan.
Link(s) to routine screening and treatment guidelines.
If national screening and treatment guidelines do not exist for your disorder, choose a set of guidelines related to disorders that have been discussed in previous weeks. This is a great way for everyone to build a library of guidelines to help with their academic journey.
There is an abundance of information available on these disorders.In your research, look for the nuggets of information that are not common knowledge, or something specific that surprised you when you were researching your topic.
RUBRIC:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction require.
Topic Explain why obesity is undesirable in the elderly and what
Topic : Explain why obesity is undesirable in the elderly and what physiological effects this could have. Provide an example of a patient in which you might check these labs, perform a test, given an injection etc. and how the results or your new knowledge would or could affect your plan of care?
The topic come from Chapter 24 of your text. You may use the textbook as one reference as well as the learning materials posted within the course. However, you must also locate a scholarly article related to your aging discussion question. Your question should be stated in your initial discussion post and answered based on pathophysiological principles and specifically those related to aging. Remember, you should focus on the pathophysiology of the content for your initial and peer replies as well as applying your knowledge to Advanced Practice Nursing.
RUBRIC:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides add ...
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
PSYC 221Book Report Grading RubricStudent _____________.docx
PSYC 221
Book Report Grading Rubric
Student: _______________________________
20
17.8
15.8
13.8
11.8
0
Structure and Organization
Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content.
Generally clear
introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague.
Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic.
Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction .
Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion.
No assignment was turned in.
Content
Assignment parameters (length 6–7 pages, subject, objectives) are observed;
focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; conclusion/reflection are clearly supported and/or illustrated
Assignment parameters (length 4–5 pages, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence
Assignment parameters (length 2–3 pages, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; conclusions/reflection weakly supported and/or illustrated
Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; conclusions/reflection weakly supported and/or illustrated
Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned
No assignment was turned in.
Grammar and Mechanics
Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices
Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices
Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions
Significant errors in sentence fluency and structure, spelling, punctuation and capitalization; diction weak or inappropriate
Serious and persistent errors in: sentence fluency, sentence structure, spelling, ...
WOU First Year Writing Trait-Based Rubric for Academic Essays .docx
WOU First Year Writing Trait-Based Rubric for Academic Essays
Version 2.0, Fall 2013
CONTENT
4 3 2 1
<<< High Quality Low >>>
Topic
Focused
Responsive
Identifies and focuses
a topic clearly, and is
appropriately specific.
Provides a complete
and thoughtful
response to the task.
Identifies and focuses a
topic, but may be
insufficiently clear or
specific.
Addresses key features
of the writing task.
Identifies a topic, but
may be peripheral, lack
focus, and/or too
general.
Addresses some
aspects of the task.
Lacks an identifiable,
focused topic.
Does not answer the
question or substitutes a
simpler writing task.
Thesis
Defensible
Analytical/
Evaluative
Thought-
provoking
Asserts a defensible,
thought-provoking
claim and shows
reasonableness and
complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
Shows originality in
viewpoint and/or voice.
Asserts a defensible
claim, shows
reasonableness, but
may lack development
or complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
May lack originality in
viewpoint and/or voice.
Asserts a defensible
claim, but may be overly
broad, general, or
simplistic; may lack
development and/or
reasonableness.
Stance lacks analysis,
evaluation, and/or
synthesis; may weakly
indicate the need to
explain, prove, or
validate assertion.
Minimal originality in
viewpoint and/or voice.
Asserts the obvious or
lacks connection to an
issue. May generate a
May express a vague,
general, or undeveloped
stance.
Lacks originality in
viewpoint and/or voice.
Global
Development
& Support
Intro/Concl.
Relevance
Progression
Coherence
Reasoning
Introduction and
conclusion frame and
develop the topic and
Chooses relevant
evidence for purpose,
stance, and audience.
Develops a complex
view of the topic.
Integrates evidence
and ideas smoothly.
Develops a complete
reasoning pathway that
contains logical follow
through, considers
multiple points of view,
and examines
assumptions.
Introduction and
conclusion contribute to
development of topic.
Offers appropriate
support; may use varied
forms of evidence.
Stays on topic and
furthers the discussion.
Links evidence and
ideas.
Develops a logical
reasoning pathway with
minor gaps or leaps
while addressing other
points of view.
Has an identifiable
introduction and
conclusion.
May rely on observation
or example from source
with general, vague, or
unreflective inference or
opinion.
Inserts occasional
information that is
tangential or
disconnected.
A.
ENG 102 Media Analysis RubricPoints 2FPoints3D-DD+
ENG 102 Media Analysis Rubric
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, focus on single element of media, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Focus is unclear.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed.
Focus might be unclear or muddled between more than one part of chosen media.
Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Focus is clear, but might be muddled between more than one part of chosen media. Awareness of audience and purpose may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Focus is limited to ONE part of chosen media. Awareness of audience and purpose is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Focus is limited to ONE part of chosen media. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, analysis of media, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. Body of essay fails to analyze chosen media. Topic development is flawed or non-existent.
Support is minimal, logically flawed, and/or inaccurate.
Body of essay analyzes chosen media very ineffectively.
Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. Body of essay analyzes chosen media, perhaps ineffectively. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way.
Body of essay analyzes chosen media effectively.
Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. Body of essay analyzes chosen media very effectively.
All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates lit ...
InstructionsGenerate a PowerPoint presentation about your EB.docx
Instructions
Generate a PowerPoint presentation about your EBP project grant proposal. Imagine you are meeting with a grant funding agency and you need to sell them your project and why it is important. Refer to the instructions on how to generate an audiovisual presentation. This recording should be a minimum of five minutes long and not exceed 15 minutes.
To record your video, use Zoom, Skype, or your personal preference and follow these
create an unlisted YouTube video
instructions:
For this assignment, submit your YouTube video
url
. The best way to do this is to copy and paste the hyperlink
url
for the YouTube video into a Word document. Your faculty will access your video via the link.
Do not upload a video file (mp4).
Please include the following in your presentation:
Introduce yourself
Title
Background
Purpose
Gaps that your project aims to address
Proposed project methodology (i.e., research method, research design, sampling method, participant recruitment, and so on)
Significance to the field of nursing
Innovation
Describe why your proposal should be funded (assume there is only one grant available)
Follow APA and grammatical/punctuation expectations throughout the presentation.
Please refer to the
Grading Rubric
for details on how this activity will be graded.
Visual Learning Presentation
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Make sure to review the assignment instructions for any required components that are not listed within the rubric.
Visual Learning Presentation – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent and FocusIn addition to meeting the expectations, clear examples supported by course content and references articulate the relationship to the focus of the assignment along with the implications to the role of an APRN and the profession of nursing.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components of the visual assignment are topic focused and accurately and thoroughly presented via use of evidence-based practice, ethics, theory, and/or role content.
Cites two references.
All instruction requirements noted.
35 points
Components are mostly accurate and/or ideas may be overstated with minimal contribution to the subject matter.
Minimal application to evidence-based practice, theory, or role development.
Cites one reference, or references do not clearly support content.
31 points
Components do not relate to the topic of the assignment but an attempt was made to articulate a relationship, or there is no attempt to explain how the content relates to the topic or why the sources were chosen.
Absent applic.
Criteria for EssayExcellent5 ptsGood4 ptsFair3 ptsPoor1 .docx
Criteria for Essay
Excellent5 pts
Good4 pts
Fair3 pts
Poor1 pts
Introduction/Thesis Statement
Excellent
Very well developed introduction & thesis statement. They engage the reader and create interest. They contain and/or introduce the process and state the author's point about the process. They also cover the whole process.
Good
The introduction & thesis statement create interest and are fairly well developed. But while they contain and/or introduce the process, they are not very engaging; although, they do cover the whole process.
Fair
The introduction & thesis statement introduce the process, but they either do not give accurate and complete information, or they lack detail and creativity. May not cover the whole process.
Poor
The introduction & thesis statement do not introduce the process. No controlling point about the process is evident.
Body Paragraphs
Topic Sentences & Supporting Details
Excellent
Each paragraph contains a clearly focused topic sentence that relates to the process being described.
Details in the essay are clear and specific, and there are enough details to help the reader see and understand all the steps of process. Concrete sense language is used effectively.
Good
Each paragraph contains a topic sentence that relates to the process being described.
Details are clear and specific, and the steps in the process can be followed well enough to understand the described process.
Fair
Not all paragraphs contain topic sentences that relate to the process being described.
There are details, but they are not very clear or specific, or there are not enough of them to allow the reader to follow the progression of the process.
Poor
There are no apparent topic sentences. Details are either wrong or lacking. They do not seem to relate to the process.
Conclusion
Excellent
The concluding paragraph effectively unifies the essay. It makes a point about the process that is creative and interesting.
Good
The concluding paragraph effectively unifies the essay, but it does not make a very interesting point about the process.
Fair
The concluding paragraph relates a conclusion to the process, but it does little to unify the essay around the steps of the process.
Poor
There is no apparent conclusion or point made about the process.
Organization/Structure
Excellent
Logical progression of details with a clear structure that enhances the essay and provides a clear step-by-step description of the process. The transitions are appropriate and used very effectively to indicate the time order of the steps.
Good
Logical progression of details. Transitions are present, but they do not enhance the overall effectiveness of the essay. All steps are covered and in the correct order.
Fair
Organization is clear. Some transitions are present, while others are either inappropriate or missing. Some steps may be missing or not in the proper order.
Poor
No discernible organization. Transitions are not present.
Cannot discern a .
Page 1 of 4 Midterm Project Assignment Select a .docx
Page 1 of 4
Midterm Project Assignment
Select a term or concept that is frequently used in the literature in the field of cross-
cultural education/counseling. Conduct an exhaustive literature search of the definition
and use of the term.
Students have the freedom to format the definition in a style that best suits their
background, expertise, and interests however they must provide information that
answers the following questions:
1. Where did the term come from?
2. What are the alternative definitions?
3. What is the preferred definition and why?
4. What one or two primary sources can one go to find out more about the term?
The meaning of some terms changes over time so you may want to consider providing a
short historical perspective in writing the definition.
Definitions should be typed, doubled space throughout. Your assignment should be
limited to about 2 pages (maximum of 350 - 400 words). The cover page and the
reference page are not included in the 2-page minimum.
The paper must be submitted in Microsoft Word; Times New Roman font; 12 pt.
font size; margins 1” on all sides; double-spaced. The assignment should be written
on a graduate level and references used should be cited within the discussion and
documented in a reference list using APA styling.
Post your paper, as a single document, to the grade book.
Send your instructor an email when you are ready for your assignment to be graded.
CACREP Standards Addressed: 2F.2.a, 2F.2.c and 2F.2.h
Scoring Guidelines
Points available: 100.
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Introduction
Establishes historical
background and defensible
thesis that supports a logical
line of reasoning (CACREP
2F.2.a, 2F.2.c, 2F.2.h)
Underdeveloped
introduction; reason for
culture selection is
unclear or missing;
historical background is
inaccurate or missing
Coherent introduction
that includes a reason
for culture selection;
historical background is
accurate but limited
Engaging, well
developed introduction
that includes a detailed
reason for culture
selection; historical
background is accurate
and thorough
Focus & Purpose
Developed thesis and
attentive focus on topic
Missing thesis; confusion
about or
misunderstanding of
Simplistic and unfocused
ideas; limited sense of
purpose
Developed thesis;
represents sound
Page 2 of 4
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
(CACREP 2F.2.a, 2F.2.c,
2F.2.h)
topic; no sense of
purpose
understanding of the
assigned topic; focused
Ideas, Support &
Development
Supports ideas and
reflections using specific
and relevant examples of
evidence/experiences
(CACREP 2F.2.a, 2F.2.c,
2F.2.h)
No or limited
evidence/experiences
are provided ...
Exam #3 ReviewChapter 10· Balance of payment statements · .docx
Exam #3 Review:
Chapter 10:
· Balance of payment statements
· Know all the components of the balance of payment statements
· Balance of international indebtedness
· Know the debit and credit transactions of the balance of payments.
· Which is debit and which one is credit
· What determine the US balance of trade
· Essay: How do we measure international investment position of the US?
· Essay: How did the US become the net debtor so quickly?
Chapter 11:
· What happened to the international merchandise transactions (trade) if the US dollar is appreciated or depreciated against other currencies?
· What depreciation is and what appreciation is?
· Know the differences between the spot market and the forward market?
· What is spot market
· What is forward market
· How do you prevent the loss and remove the risks of a foreign currency transaction?
· Essay: How do you trade on the future market?
· Essay: Differences of trading between in the future market and the forward market?
Chapter 15:
· Study Manage floating exchange rate system.
· What happens to the US dollar if the inflation of the US and inflation in a foreign country are different?
· Which exchange rate system does not require monetary reserves?
· Under the floating exchange rate system, if import and exports increase or falls, what happens to the dollar value?
· What happens to the balance of trade when the currency is appreciated or depreciated?
· Essay: difference between current pect and adjustable pect exchange rate.
Bonus question about the video that wi will finished on monday.
ECO-358: Assignment 4, Article Analysis
1. Please read the attached article several times and highlight its main points and/or arguments. If you need additional research to write your analysis of this article, please do so and cite your sources appropriately and make up a reference page at the end of your assignment to list sources (APA format is required).
2. Choose 7 concepts and/or theories from our textbook to use as guidance and foundation to analyze the article. These concepts and theories can be from any chapter of the textbook. You should choose concepts and theories that are broad/big/important enough so you can write a lot about them with information from the article. Simple definitions don’t have much to write, don’t choose them.
3. Your paper must include an article summary (very short one, just 1 paragraph), a body, and a brief conclusion. Please show me how the article contents relate to the concepts/theories you choose or vice versa. Each concept/theory has to be underlined and also has textbook page number reference on your paper. The minimum length is 5 double space pages, excluding title and reference pages.
4. Your paper has to be in APA format and style. Visit Doane College writing center, or read APA guide posted on BB for guidance on APA writing. There are many requirements on APA format. Here are some most basic and essential ones you must have on your paper: cover page,.
Evolving Role of the Nursing Informatics Specialist Ly.docx
Evolving Role of the Nursing Informatics
Specialist
Lynn M. NAGLEa, Walter SERMEUS b, Alain JUNGERc
a
Lawrence S. Bloomberg, Faculty of Nursing, University of Toronto, Toronto, Ontario,
Canada
b
Leuven Institute for Healthcare Policy, University of Leuven, Belgium
cUniversity Hospital of Lausanne, Lausanne, Switzerland
Abstract. The scope of nursing informatics practice has been evolving over the
course of the last 5 decades, expanding to address the needs of health care
organizations and in response to the evolution of technology. In parallel, the
educational preparation of nursing informatics specialists has become more
formalized and shaped by the requisite competencies of the role. In this chapter,
the authors describe the evolution of nursing informatics roles, scope and focus of
practice, and anticipated role responsibilities and opportunities for the future.
Further, implications and considerations for the future are presented.
Keywords. Nursing informatics specialist, role function, connected health, data
science, big data, personalized medicine, clinical intelligence, virtual care
1. Introduction
By 2018, 22 million households will use virtual care solutions, up from less than a
million in 2013. Average (healthcare) visits among these adopter households will
increase from 2 per year in 2013 to 6 per year in 2018, which include both acute care
and preventive follow-up services in a variety of care settings—at home, at retail kiosk
or at work. [1]
Nursing informatics roles have taken many forms in focus and function over the
last decades; suffice it to say that they have not been consistently described or defined
in terms of scope of practice. At the time of this writing it is clear that role of nursing
informatics specialists will continue to evolve at an increasingly rapid rate in the
coming years. The unfolding of new health care paradigms will bring greater
connectivity between care providers and patients, include a wide array of emerging
technologies and an increasing emphasis on data analytics will make the integration of
informatics competencies into every area of nursing an imperative.
2. Brief history of roles of the past and present
The earliest and most common types of informatics work assumed by nurses has
included: oversight of organizational workload measurement systems, project
leadership, systems educator, and nursing unit or departmental information technology
resource. In many instances, these roles were enacted on the basis of a specific
identified organizational need and were often secondments to the Information
Technology Department. It was not unusual for these roles to have the designation of
Forecasting Informatics Competencies for Nurses in the Future of Connected Health
J. Murphy et al. (Eds.)
© 2017 IMIA and IOS Press.
This article is published online with Open Access by IOS Press and distributed under the terms
of the Creative.
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Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report
1-4 Scale
Weight
Student Score
1
2
3
4
Percentage Score
0 to 59
59-68
69-71
72-75
76-79
80-84
85-89
90-100
Grades
F
C
B-
B
B+
A-
A
A+
Mastery Level
Beginning
Developing
Competent
Mastery
Standard Level
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Subject Matter
50
Problem, Background
Problem statement is poorly crafted or missing or is misstated
Problem statement is not well-crafted but is acceptable
Problem statement is reasonably well-crafted and is specific to the issue
Problem statement is well-crafted, specific and represents a novel outlook on the issue
Discussion of Findings
Discussion is incorrect
correct, missing many of the pros with little or no discussion of negatives
Discussion is inadequately
correct, missing some of the pros and most or all of the cons
Discussion is correct, taking into account most of the pros and cons and represents a solid level of research
Discussion is complete and correct, taking into account pros and cons and represents a full level of research with novel conclusions
Managerial Recommendation
Recommendations are not supported
and demonstrat little or no understanding of problem or the consequences of implementation
Recommendations are inadequately supported
and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available
Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available
Recommendations are fully supported and represents superior understanding of problem, consequences of implementation and has alternate solutions available
Professionalism
Student unable or nearly unable to work independently
and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback
Student had problems working independently
and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback
Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback
Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
References
References are not appropriate to the subject matter or are missing
References are not fully
appropriate to the subject matter
References are timely and appropriate to the subject matter
References represent a complete literature survey are timely and appropriate to the subject matter
Tables/Charts
Tables, charts and other media
poorly support the presentation of the material of the report or are not present when they would be of value
Tables, charts and o ...
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report
1-4 Scale
Weight
Student Score
1
2
3
4
Percentage Score
0 to 59
59-68
69-71
72-75
76-79
80-84
85-89
90-100
Grades
F
C
B-
B
B+
A-
A
A+
Mastery Level
Beginning
Developing
Competent
Mastery
Standard Level
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Subject Matter
50
Problem, Background
Problem statement is poorly crafted or missing or is misstated
Problem statement is not well-crafted but is acceptable
Problem statement is reasonably well-crafted and is specific to the issue
Problem statement is well-crafted, specific and represents a novel outlook on the issue
Discussion of Findings
Discussion is incorrect
correct, missing many of the pros with little or no discussion of negatives
Discussion is inadequately
correct, missing some of the pros and most or all of the cons
Discussion is correct, taking into account most of the pros and cons and represents a solid level of research
Discussion is complete and correct, taking into account pros and cons and represents a full level of research with novel conclusions
Managerial Recommendation
Recommendations are not supported
and demonstrat little or no understanding of problem or the consequences of implementation
Recommendations are inadequately supported
and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available
Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available
Recommendations are fully supported and represents superior understanding of problem, consequences of implementation and has alternate solutions available
Professionalism
Student unable or nearly unable to work independently
and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback
Student had problems working independently
and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback
Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback
Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
References
References are not appropriate to the subject matter or are missing
References are not fully
appropriate to the subject matter
References are timely and appropriate to the subject matter
References represent a complete literature survey are timely and appropriate to the subject matter
Tables/Charts
Tables, charts and other media
poorly support the presentation of the material of the report or are not present when they would be of value
Tables, charts and o ...
ENG 101 Rubric Compare ContrastPoints 2FPoints3D-D.docx
ENG 101 Rubric: Compare Contrast
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development.
Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way. Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.
Demonstrates basic understanding of organization.
Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstra.
My selected Topic Hydrocele & Spermatocele & Varicocele .docx
My selected Topic: Hydrocele & Spermatocele & Varicocele
Your initial post should also include the following:
The most common presenting symptoms.
The manner in which your disorder is routinely diagnosed.
A standard treatment plan.
Link(s) to routine screening and treatment guidelines.
If national screening and treatment guidelines do not exist for your disorder, choose a set of guidelines related to disorders that have been discussed in previous weeks. This is a great way for everyone to build a library of guidelines to help with their academic journey.
There is an abundance of information available on these disorders.In your research, look for the nuggets of information that are not common knowledge, or something specific that surprised you when you were researching your topic.
RUBRIC:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction require.
Topic Explain why obesity is undesirable in the elderly and what
Topic : Explain why obesity is undesirable in the elderly and what physiological effects this could have. Provide an example of a patient in which you might check these labs, perform a test, given an injection etc. and how the results or your new knowledge would or could affect your plan of care?
The topic come from Chapter 24 of your text. You may use the textbook as one reference as well as the learning materials posted within the course. However, you must also locate a scholarly article related to your aging discussion question. Your question should be stated in your initial discussion post and answered based on pathophysiological principles and specifically those related to aging. Remember, you should focus on the pathophysiology of the content for your initial and peer replies as well as applying your knowledge to Advanced Practice Nursing.
RUBRIC:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides add ...
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
PSYC 221Book Report Grading RubricStudent _____________.docx
PSYC 221
Book Report Grading Rubric
Student: _______________________________
20
17.8
15.8
13.8
11.8
0
Structure and Organization
Clear introduction and strong subject evidence; clear and appropriate transitions; appropriate paragraphing; logical, strong conclusion rising from content.
Generally clear
introduction and focused; generally clear and appropriate transitions; mostly appropriate paragraphing; adequate conclusion – relates to content but lacks objectivity or is vague.
Adequate introduction; unclear; adequate transitions; reader can follow what is being said, but the paper’s overall organization is choppy; adequate paragraphs; conclusion is simplistic.
Weak introduction; weak transitions; main points can be ascertained, but difficult to follow what is being said; weak and long paragraphing; conclusion repeats introduction .
Weak introduction and does not draw reader’s interest; little or no transitions; organization is disjointed and haphazard; paragraphs are weak; lacks conclusion.
No assignment was turned in.
Content
Assignment parameters (length 6–7 pages, subject, objectives) are observed;
focus is clear and coherent (good sense of audience); obvious understanding of subject; orderly development; conclusion/reflection are clearly supported and/or illustrated
Assignment parameters (length 4–5 pages, subject, objectives) are observed; focus is generally clear and coherent (general sense of audience); good understanding of subject; adequate development; orderly, but stiff, choppy progression of evidence
Assignment parameters (length 2–3 pages, subject, objectives) not clearly observed; mostly focused (some sense of audience); thoughts randomly organized and presented; conclusions/reflection weakly supported and/or illustrated
Inadequate or minimal observance of assignment length, subject and objectives; weakly focused (little sense of audience); unclear progression of ideas; conclusions/reflection weakly supported and/or illustrated
Inadequate length; objectives of assignment not met; unfocused; little or no sense of audience; serious and persistent errors in organization and structure; lacks understanding of subject; disorganized; does not prove point, if one can be discerned
No assignment was turned in.
Grammar and Mechanics
Sentence fluency coherent, unified, varied; sentence structure complete; correct spelling, punctuation, capitalization; varied diction, word choices
Sentence fluency correct, varied; Minor errors in structure (fragments, run-ons); correct spelling, punctuation, capitalization; limited diction, word choices
Relatively few errors in sentence fluency; multiple fragments/run-ons, poor spelling, punctuation, and capitalization; limited diction, uses trite words, slang, and contractions
Significant errors in sentence fluency and structure, spelling, punctuation and capitalization; diction weak or inappropriate
Serious and persistent errors in: sentence fluency, sentence structure, spelling, ...
WOU First Year Writing Trait-Based Rubric for Academic Essays .docx
WOU First Year Writing Trait-Based Rubric for Academic Essays
Version 2.0, Fall 2013
CONTENT
4 3 2 1
<<< High Quality Low >>>
Topic
Focused
Responsive
Identifies and focuses
a topic clearly, and is
appropriately specific.
Provides a complete
and thoughtful
response to the task.
Identifies and focuses a
topic, but may be
insufficiently clear or
specific.
Addresses key features
of the writing task.
Identifies a topic, but
may be peripheral, lack
focus, and/or too
general.
Addresses some
aspects of the task.
Lacks an identifiable,
focused topic.
Does not answer the
question or substitutes a
simpler writing task.
Thesis
Defensible
Analytical/
Evaluative
Thought-
provoking
Asserts a defensible,
thought-provoking
claim and shows
reasonableness and
complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
Shows originality in
viewpoint and/or voice.
Asserts a defensible
claim, shows
reasonableness, but
may lack development
or complexity.
Stance shows analysis,
evaluation, and/or
synthesis and indicates
a clear need to explain,
prove, or validate
assertion.
May lack originality in
viewpoint and/or voice.
Asserts a defensible
claim, but may be overly
broad, general, or
simplistic; may lack
development and/or
reasonableness.
Stance lacks analysis,
evaluation, and/or
synthesis; may weakly
indicate the need to
explain, prove, or
validate assertion.
Minimal originality in
viewpoint and/or voice.
Asserts the obvious or
lacks connection to an
issue. May generate a
May express a vague,
general, or undeveloped
stance.
Lacks originality in
viewpoint and/or voice.
Global
Development
& Support
Intro/Concl.
Relevance
Progression
Coherence
Reasoning
Introduction and
conclusion frame and
develop the topic and
Chooses relevant
evidence for purpose,
stance, and audience.
Develops a complex
view of the topic.
Integrates evidence
and ideas smoothly.
Develops a complete
reasoning pathway that
contains logical follow
through, considers
multiple points of view,
and examines
assumptions.
Introduction and
conclusion contribute to
development of topic.
Offers appropriate
support; may use varied
forms of evidence.
Stays on topic and
furthers the discussion.
Links evidence and
ideas.
Develops a logical
reasoning pathway with
minor gaps or leaps
while addressing other
points of view.
Has an identifiable
introduction and
conclusion.
May rely on observation
or example from source
with general, vague, or
unreflective inference or
opinion.
Inserts occasional
information that is
tangential or
disconnected.
A.
ENG 102 Media Analysis RubricPoints 2FPoints3D-DD+
ENG 102 Media Analysis Rubric
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, focus on single element of media, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Focus is unclear.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed.
Focus might be unclear or muddled between more than one part of chosen media.
Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Focus is clear, but might be muddled between more than one part of chosen media. Awareness of audience and purpose may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Focus is limited to ONE part of chosen media. Awareness of audience and purpose is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Focus is limited to ONE part of chosen media. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, analysis of media, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. Body of essay fails to analyze chosen media. Topic development is flawed or non-existent.
Support is minimal, logically flawed, and/or inaccurate.
Body of essay analyzes chosen media very ineffectively.
Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. Body of essay analyzes chosen media, perhaps ineffectively. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way.
Body of essay analyzes chosen media effectively.
Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. Body of essay analyzes chosen media very effectively.
All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates lit ...
InstructionsGenerate a PowerPoint presentation about your EB.docx
Instructions
Generate a PowerPoint presentation about your EBP project grant proposal. Imagine you are meeting with a grant funding agency and you need to sell them your project and why it is important. Refer to the instructions on how to generate an audiovisual presentation. This recording should be a minimum of five minutes long and not exceed 15 minutes.
To record your video, use Zoom, Skype, or your personal preference and follow these
create an unlisted YouTube video
instructions:
For this assignment, submit your YouTube video
url
. The best way to do this is to copy and paste the hyperlink
url
for the YouTube video into a Word document. Your faculty will access your video via the link.
Do not upload a video file (mp4).
Please include the following in your presentation:
Introduce yourself
Title
Background
Purpose
Gaps that your project aims to address
Proposed project methodology (i.e., research method, research design, sampling method, participant recruitment, and so on)
Significance to the field of nursing
Innovation
Describe why your proposal should be funded (assume there is only one grant available)
Follow APA and grammatical/punctuation expectations throughout the presentation.
Please refer to the
Grading Rubric
for details on how this activity will be graded.
Visual Learning Presentation
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Make sure to review the assignment instructions for any required components that are not listed within the rubric.
Visual Learning Presentation – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent and FocusIn addition to meeting the expectations, clear examples supported by course content and references articulate the relationship to the focus of the assignment along with the implications to the role of an APRN and the profession of nursing.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components of the visual assignment are topic focused and accurately and thoroughly presented via use of evidence-based practice, ethics, theory, and/or role content.
Cites two references.
All instruction requirements noted.
35 points
Components are mostly accurate and/or ideas may be overstated with minimal contribution to the subject matter.
Minimal application to evidence-based practice, theory, or role development.
Cites one reference, or references do not clearly support content.
31 points
Components do not relate to the topic of the assignment but an attempt was made to articulate a relationship, or there is no attempt to explain how the content relates to the topic or why the sources were chosen.
Absent applic.
Criteria for EssayExcellent5 ptsGood4 ptsFair3 ptsPoor1 .docx
Criteria for Essay
Excellent5 pts
Good4 pts
Fair3 pts
Poor1 pts
Introduction/Thesis Statement
Excellent
Very well developed introduction & thesis statement. They engage the reader and create interest. They contain and/or introduce the process and state the author's point about the process. They also cover the whole process.
Good
The introduction & thesis statement create interest and are fairly well developed. But while they contain and/or introduce the process, they are not very engaging; although, they do cover the whole process.
Fair
The introduction & thesis statement introduce the process, but they either do not give accurate and complete information, or they lack detail and creativity. May not cover the whole process.
Poor
The introduction & thesis statement do not introduce the process. No controlling point about the process is evident.
Body Paragraphs
Topic Sentences & Supporting Details
Excellent
Each paragraph contains a clearly focused topic sentence that relates to the process being described.
Details in the essay are clear and specific, and there are enough details to help the reader see and understand all the steps of process. Concrete sense language is used effectively.
Good
Each paragraph contains a topic sentence that relates to the process being described.
Details are clear and specific, and the steps in the process can be followed well enough to understand the described process.
Fair
Not all paragraphs contain topic sentences that relate to the process being described.
There are details, but they are not very clear or specific, or there are not enough of them to allow the reader to follow the progression of the process.
Poor
There are no apparent topic sentences. Details are either wrong or lacking. They do not seem to relate to the process.
Conclusion
Excellent
The concluding paragraph effectively unifies the essay. It makes a point about the process that is creative and interesting.
Good
The concluding paragraph effectively unifies the essay, but it does not make a very interesting point about the process.
Fair
The concluding paragraph relates a conclusion to the process, but it does little to unify the essay around the steps of the process.
Poor
There is no apparent conclusion or point made about the process.
Organization/Structure
Excellent
Logical progression of details with a clear structure that enhances the essay and provides a clear step-by-step description of the process. The transitions are appropriate and used very effectively to indicate the time order of the steps.
Good
Logical progression of details. Transitions are present, but they do not enhance the overall effectiveness of the essay. All steps are covered and in the correct order.
Fair
Organization is clear. Some transitions are present, while others are either inappropriate or missing. Some steps may be missing or not in the proper order.
Poor
No discernible organization. Transitions are not present.
Cannot discern a .
Page 1 of 4 Midterm Project Assignment Select a .docx
Page 1 of 4
Midterm Project Assignment
Select a term or concept that is frequently used in the literature in the field of cross-
cultural education/counseling. Conduct an exhaustive literature search of the definition
and use of the term.
Students have the freedom to format the definition in a style that best suits their
background, expertise, and interests however they must provide information that
answers the following questions:
1. Where did the term come from?
2. What are the alternative definitions?
3. What is the preferred definition and why?
4. What one or two primary sources can one go to find out more about the term?
The meaning of some terms changes over time so you may want to consider providing a
short historical perspective in writing the definition.
Definitions should be typed, doubled space throughout. Your assignment should be
limited to about 2 pages (maximum of 350 - 400 words). The cover page and the
reference page are not included in the 2-page minimum.
The paper must be submitted in Microsoft Word; Times New Roman font; 12 pt.
font size; margins 1” on all sides; double-spaced. The assignment should be written
on a graduate level and references used should be cited within the discussion and
documented in a reference list using APA styling.
Post your paper, as a single document, to the grade book.
Send your instructor an email when you are ready for your assignment to be graded.
CACREP Standards Addressed: 2F.2.a, 2F.2.c and 2F.2.h
Scoring Guidelines
Points available: 100.
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
Introduction
Establishes historical
background and defensible
thesis that supports a logical
line of reasoning (CACREP
2F.2.a, 2F.2.c, 2F.2.h)
Underdeveloped
introduction; reason for
culture selection is
unclear or missing;
historical background is
inaccurate or missing
Coherent introduction
that includes a reason
for culture selection;
historical background is
accurate but limited
Engaging, well
developed introduction
that includes a detailed
reason for culture
selection; historical
background is accurate
and thorough
Focus & Purpose
Developed thesis and
attentive focus on topic
Missing thesis; confusion
about or
misunderstanding of
Simplistic and unfocused
ideas; limited sense of
purpose
Developed thesis;
represents sound
Page 2 of 4
Components Unacceptable
(0 points)
Revisions Required
(5 points)
Target
(10 points)
(CACREP 2F.2.a, 2F.2.c,
2F.2.h)
topic; no sense of
purpose
understanding of the
assigned topic; focused
Ideas, Support &
Development
Supports ideas and
reflections using specific
and relevant examples of
evidence/experiences
(CACREP 2F.2.a, 2F.2.c,
2F.2.h)
No or limited
evidence/experiences
are provided ...
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ENG 101 Rubric Compare ContrastPoints 2FPoints3D-D.docx
ENG 101 Rubric Compare ContrastPoints 2FPoints3D-D.docx
My selected Topic Hydrocele & Spermatocele & Varicocele .docx
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Topic Explain why obesity is undesirable in the elderly and what
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COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
PSYC 221Book Report Grading RubricStudent _____________.docx
PSYC 221Book Report Grading RubricStudent _____________.docx
WOU First Year Writing Trait-Based Rubric for Academic Essays .docx
WOU First Year Writing Trait-Based Rubric for Academic Essays .docx
ENG 102 Media Analysis RubricPoints 2FPoints3D-DD+
ENG 102 Media Analysis RubricPoints 2FPoints3D-DD+
InstructionsGenerate a PowerPoint presentation about your EB.docx
InstructionsGenerate a PowerPoint presentation about your EB.docx
Criteria for EssayExcellent5 ptsGood4 ptsFair3 ptsPoor1 .docx
Criteria for EssayExcellent5 ptsGood4 ptsFair3 ptsPoor1 .docx
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More from turveycharlyn
Exam #3 ReviewChapter 10· Balance of payment statements · .docx
Exam #3 Review:
Chapter 10:
· Balance of payment statements
· Know all the components of the balance of payment statements
· Balance of international indebtedness
· Know the debit and credit transactions of the balance of payments.
· Which is debit and which one is credit
· What determine the US balance of trade
· Essay: How do we measure international investment position of the US?
· Essay: How did the US become the net debtor so quickly?
Chapter 11:
· What happened to the international merchandise transactions (trade) if the US dollar is appreciated or depreciated against other currencies?
· What depreciation is and what appreciation is?
· Know the differences between the spot market and the forward market?
· What is spot market
· What is forward market
· How do you prevent the loss and remove the risks of a foreign currency transaction?
· Essay: How do you trade on the future market?
· Essay: Differences of trading between in the future market and the forward market?
Chapter 15:
· Study Manage floating exchange rate system.
· What happens to the US dollar if the inflation of the US and inflation in a foreign country are different?
· Which exchange rate system does not require monetary reserves?
· Under the floating exchange rate system, if import and exports increase or falls, what happens to the dollar value?
· What happens to the balance of trade when the currency is appreciated or depreciated?
· Essay: difference between current pect and adjustable pect exchange rate.
Bonus question about the video that wi will finished on monday.
ECO-358: Assignment 4, Article Analysis
1. Please read the attached article several times and highlight its main points and/or arguments. If you need additional research to write your analysis of this article, please do so and cite your sources appropriately and make up a reference page at the end of your assignment to list sources (APA format is required).
2. Choose 7 concepts and/or theories from our textbook to use as guidance and foundation to analyze the article. These concepts and theories can be from any chapter of the textbook. You should choose concepts and theories that are broad/big/important enough so you can write a lot about them with information from the article. Simple definitions don’t have much to write, don’t choose them.
3. Your paper must include an article summary (very short one, just 1 paragraph), a body, and a brief conclusion. Please show me how the article contents relate to the concepts/theories you choose or vice versa. Each concept/theory has to be underlined and also has textbook page number reference on your paper. The minimum length is 5 double space pages, excluding title and reference pages.
4. Your paper has to be in APA format and style. Visit Doane College writing center, or read APA guide posted on BB for guidance on APA writing. There are many requirements on APA format. Here are some most basic and essential ones you must have on your paper: cover page,.
Evolving Role of the Nursing Informatics Specialist Ly.docx
Evolving Role of the Nursing Informatics
Specialist
Lynn M. NAGLEa, Walter SERMEUS b, Alain JUNGERc
a
Lawrence S. Bloomberg, Faculty of Nursing, University of Toronto, Toronto, Ontario,
Canada
b
Leuven Institute for Healthcare Policy, University of Leuven, Belgium
cUniversity Hospital of Lausanne, Lausanne, Switzerland
Abstract. The scope of nursing informatics practice has been evolving over the
course of the last 5 decades, expanding to address the needs of health care
organizations and in response to the evolution of technology. In parallel, the
educational preparation of nursing informatics specialists has become more
formalized and shaped by the requisite competencies of the role. In this chapter,
the authors describe the evolution of nursing informatics roles, scope and focus of
practice, and anticipated role responsibilities and opportunities for the future.
Further, implications and considerations for the future are presented.
Keywords. Nursing informatics specialist, role function, connected health, data
science, big data, personalized medicine, clinical intelligence, virtual care
1. Introduction
By 2018, 22 million households will use virtual care solutions, up from less than a
million in 2013. Average (healthcare) visits among these adopter households will
increase from 2 per year in 2013 to 6 per year in 2018, which include both acute care
and preventive follow-up services in a variety of care settings—at home, at retail kiosk
or at work. [1]
Nursing informatics roles have taken many forms in focus and function over the
last decades; suffice it to say that they have not been consistently described or defined
in terms of scope of practice. At the time of this writing it is clear that role of nursing
informatics specialists will continue to evolve at an increasingly rapid rate in the
coming years. The unfolding of new health care paradigms will bring greater
connectivity between care providers and patients, include a wide array of emerging
technologies and an increasing emphasis on data analytics will make the integration of
informatics competencies into every area of nursing an imperative.
2. Brief history of roles of the past and present
The earliest and most common types of informatics work assumed by nurses has
included: oversight of organizational workload measurement systems, project
leadership, systems educator, and nursing unit or departmental information technology
resource. In many instances, these roles were enacted on the basis of a specific
identified organizational need and were often secondments to the Information
Technology Department. It was not unusual for these roles to have the designation of
Forecasting Informatics Competencies for Nurses in the Future of Connected Health
J. Murphy et al. (Eds.)
© 2017 IMIA and IOS Press.
This article is published online with Open Access by IOS Press and distributed under the terms
of the Creative.
eworkMarket45135.0 (441)adminNew bid from Madam Cathy.docx
ework
Market
45
13
5.0
(441)
admin
New bid from Madam Cathy
here is my bid
admin
TJ2021 accepted the bid and paid the down payment
Im about to post the second one
okay dear
Do you know how to do power point videos
the powerpoint document or videos?
Let me see. One min
okaydear
Prior to beginning work on this video presentation, read Fourth Amendment: Search and Seizure (Links to an external site.), The Difference Between the 5th and 6th Amendment Right to Counsel (Links to an external site.), Probable Cause and Reasonable Suspicion (Links to an external site.), Saul Ornelas and Ismael Ornelas Ledesma, Petitioners v. United States (Links to an external site.), and Pre-Trial Motions (Links to an external site.). The fourth, fifth and sixth amendments are the most important of the Bill of Rights which affect criminal law, prosecutions, and defenses in the United States. Consider the protections against unreasonable searches and seizures, the right to remain silent, the right to due process, the right to counsel, and the right to a speedy trial as the “Holy Grail” of constitutional protections for those accused of a crime. Part 1: Your PowerPoint (or equivalent) presentation: If your last name begins with the letters A through G (fourth amendment). Create a five- to eight-slide PowerPoint explaining the fourth amendment. Additionally, provide 50 to 75 words of explanations for each of your PowerPoint slides in the discussion area, just as you would present an oral presentation explaining the slides on the topics listed. In your PowerPoint slides and discussions, List the requirements of the fourth amendment. Define the key term warrant, and provide exceptions to the warrant requirement. Examine what the remedy is for a defendant when a motion granted to suppress is granted for a fourth amendment violation. In all presentations, support your observations using a minimum of two scholarly and/or credible sources either from the required readings this week or from independent research that you conduct in the University of Arizona Global Campus Library or online, and properly cite any references. Making your PowerPoint (or equivalent) Presentation You may wish to include visual enhancements in your presentation. These may include appropriate images, a consistent font, appropriate animations, and transitions from content piece-to-content piece and slide-to-slide. (Images should be cited in APA format as outlined by the University of Arizona Global Campus Writing Center’s Tables, Images, & Appendices (Links to an external site.) resource.) The Where to Get Free (and Legal) Images (Links to an external site.) guide provides assistance with accessing freely available public domain and/or Creative Commons licensed images. It is recommended that you access the University of Arizona Global Campus Writing Center’s How to Make a PowerPoint Presentation (Links to an external site.) and Simple Rules for Better PowerPoint Presentations (Links to an external site.
Evolving Technology Please respond to the following Analyze t.docx
"Evolving Technology"
Please respond to the following:
Analyze the various technological improvements over the last 100 years and determine which has been the most significant for both guests and hotel owners. Explain your rationale.
Determine how evolving communications technology (i.e., cell phones and Wi-Fi) has changed guest expectations regarding communications, as well as how the lodging industry should respond.
WRITE MINUMUM 4 SENTENCES FOR EACH PARAPGRAPH. PROVIDE ORGINAL WORK. WRITE THEM ON YOUR OWN WORDS. GONNA USE TURNITIN TO CHECK PLAGARISIM. TYPE EACH QUESTION BEFORE ANSWER THEM.
.
Evolving Health Care Environment and Political ActivismRead and .docx
Evolving Health Care Environment and Political Activism
Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).
(Note: The citations below are provided for your research convenience. Students should always cross reference the current APA guide for correct styling of citations and references in their academic work.)
Read
Black, B. P. (2017). Chapter 14 and 15
Online Materials & Resources
Lucas, A. & Ward, C. W. (2016). Using social media to increase engagement in nursing organizations. Nursing, 46(6), 47-49.
Johnson, J. E. & Billingsley, M. (2014). Convergence: How nursing unions and Magnet are advancing nursing. Nursing Forum, 49(4), 225-232
Berg, J. G. & Dickow, M. (2014). Nurse role exploration project: The Affordable Care Act and new nursing roles. Nurse Leader, 12(5), 40-44
Vincent, D. & Reed, P. G. (2014). Affordable Care Act: Overview and implications for advancing nursing. Nursing Science Quarterly, 27(4), 254-259.
QUESTION
What are your thoughts about the debate regarding whether health care is a right or a privilege? How has the changing health care environment impacted your practice?
Submission Instructions:
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
Your assignment will be graded according to the grading rubric.
.
Evolving Families PresentationPrepare a PowerPoint presentatio.docx
Evolving Families Presentation
Prepare a PowerPoint presentation to explore how families have changed over time. Be sure to include the contributors to the various changes. The presentation should consist of at least eight (not to exceed 10) slides as described below:
Slide 1: Introduction
Slide 2: A
narrative
discussing
how the family has changed
over time? Explicitly note what changes have occurred.
Slide 3:
Visual depictions
of what the
"typical" family used to look like
. You are welcomed to use a range of media resources.
Slide 4:
Visual depictions
of what the
"typical" family looks like now
. (i.e., how do you perceive or define the typical family, how does society perceive or define the typical family, etc.) You are welcomed to use a range of media resources.
Slide 5: A
narrative
discussing and analyzing the
individual factors
that have contributed to the changing family. (See your textbook. You may use external resources as well.)
Slide 6: A
narrative
discussing and analyzing the
systemic or structural factors
that have contributed to the changing family over time. (See your textbook. You may use external resources as well.)
Slide 7:
Conclusions
Slide 8:
Citations/Resources
.
EvolutionLets keep this discussion scientific! I do not want .docx
"Evolution"
Let's keep this discussion scientific! I do not want to have a debate about anyone's religious views on this topic.
Please respond to one of the following discussion topics with a primary post of at least 125 words. Additionally, please make a substantive reply to a fellow student.
•
(1) Read the
article
by Marris (2014) on “How a few species are hacking climate change”. Based on this article, explain the difference between “phenotypic plasticity” and “genetic evolution”. When species change over time, how can we tell the difference between these two mechanisms?
.
Evolutionary Theory ApproachDiscuss your understanding of .docx
Evolutionary Theory Approach
Discuss your understanding of the theory of evolution. Explain how the concept of natural selection might be applied to the development of personality
Genetic/biological Approach
Develop two goals for a client with ADHD using the genetic and biological theories of personality development. Explain how these goals utilize the genetic and/or biological theories.
Explain how Eysenck’s approach compares with the other theories related to genetic and biological aspects of personality development. What are the benefits of each of these theories?
.
Evolution or change over time occurs through the processes of natura.docx
Evolution or change over time occurs through the processes of natural and sexual selection. In response to problems in our environment, we adapt both physically and psychologically to ensure our survival and reproduction. Sexual selection theory describes how evolution has shaped us to provide a mating advantage rather than just a survival advantage and occurs through two distinct pathways: intrasexual competition and intersexual selection. Gene selection theory, the modern explanation behind evolutionary biology, occurs through the desire for gene replication. Evolutionary psychology connects evolutionary principles with modern psychology and focuses primarily on psychological adaptations: changes in the way we think in order to improve our survival. Two major evolutionary psychological theories are described: Sexual strategies theory describes the psychology of human mating strategies and the ways in which women and men differ in those strategies. Error management theory describes the evolution of biases in the way we think about everything. Learning Objectives • Learn what “evolution” means. • Define the primary mechanisms by which evolution takes place. • Identify the two major classes of adaptations. • Define sexual selection and its two primary processes. • Define gene selection theory. • Understand psychological adaptations. • Identify the core premises of sexual strategies theory. • Identify the core premises of error management theory, and provide two empirical examples of adaptive cognitive biases. Introduction If you have ever been on a first date, you’re probably familiar with the anxiety of trying to figure out what clothes to wear or what perfume or cologne to put on. In fact, you may even consider flossing your teeth for the first time all year. When considering why you put in all this work, you probably recognize that you’re doing it to impress the other person. But how did you learn these particular behaviors? Where did you get the idea that a first date should be at a nice restaurant or someplace unique? It is possible that we have been taught these behaviors by observing others. It is also possible, however, that these behaviors— the fancy clothes, the expensive restaurant —are biologically programmed into us. That is, just as peacocks display their feathers to show how attractive they are, or some lizards do push-ups to show how strong they are, when we style our hair or bring a gift to a date, we’re trying to communicate to the other person: “Hey, I’m a good mate! Choose me! Choose me!" However, we all know that our ancestors hundreds of thousands of years ago weren’t driving sports cars or wearing designer clothes to attract mates. So how could someone ever say that such behaviors are “biologically programmed” into us? Well, even though our ancestors might not have been doing these specific actions, these behaviors are the result of the same driving force: the powerful influence of evolution. Yes, evolution—certain trait.
Evolution, Religion, and Intelligent DesignMany people mistakenl.docx
Evolution, Religion, and Intelligent Design
Many people mistakenly believe that a belief in evolution precludes a belief in God or intelligent design; in other words, some people falsely think that one must be an atheist or agnostic to believe in evolution and the Big Bang. The Catholic Church is one example of a religious institution that has long held the view that evolution and the Big Bang explain ‘how we got here.’ Read the below article from the
Catholic Herald
, and then answer the following questions: Why do you think so many people are mistaken about the ability to believe in God as well as evolution and the Big Bang? Do you find anything problematic about combining religious and scientific explanations of the universe? Explain.
NB: In this discussion, students often misuse the word ‘theory’, saying things such as “the Big Bang/evolution are ‘just’ theories.” But to say this is a misuse of the word 'theory' as it applies to scientific theory. Many people misunderstand the word as it is used in the realm of science, thinking it to mean a guess, a hypothetical, untested idea. However, in science, 'theory' means something different. Please read the article below:
"Just a Theory": 7 Misused Science Words - Scientific American
Article from the
Catholic Herald
By Patrick Cusworth October 31, 2014
Pope Francis's comments on the Big Bang are not revolutionary. Catholic teaching has long professed the likelihood of human evolution
Perhaps it was inevitable that Pope Francis’ comments on the Church’s position on scientific theories such as the Big Bang and evolution would cause a stir. In his address to the Pontifical Academy of Sciences, the Pope cautioned against the image of God the creator as “a magician, with a magic wand”, arguing that belief in both theories around the beginnings of the universe and the birth of humankind are consistent with the Catholic faith.
“The Big Bang, which is today posited as the origin of the world, does not contradict the divine act of creation; rather, it requires it”, he stated. Similarly, he argued, “evolution of nature is not inconsistent with the notion of creation because evolution pre-supposes the creation of beings which evolve.”
Yet despite further murmurings that Pope Francis was beginning (yet another) revolution in Catholic doctrine, it must be pointed out – the Pope’s declaration on either theory has not broken with established Catholic belief in the slightest.
The Big Bang theory, originally hypothesised in 1927 by Jesuit priest and physicist Georges Lemaître, is based on the central proposition that the universe is continually expanding. As a preposition, the universe was originally contained within a single point, in a highly intense state of heat and density. As the universe began to expand it cooled, allowing the formation of subatomic particles, which began a series of physical cosmological processes, which led eventually to the known universe. While this has become the most co.
Evolution of Millon’sPersonality PrototypesJames P. Choc.docx
Evolution of Millon’s
Personality Prototypes
James P. Choca
School of Psychology
Roosevelt University
In 1969, Millon proposed 8 personality prototypes that could be conceptualized at
lower levels of severity than the level of the personality disorders. These personalities
were fit into a theoretical system that emphasized the strength of the interpersonal at-
tachment and the mode of accommodation. Disorders such as schizophrenia and de-
pression were pictured as a decompensation of the basic personality. This article traces
the evolution of Millon’s theory from the original inception, through the influence of
the 3rd and 4th editions of theDiagnostic and Statistical Manual of Mental Disorders,
and onto its present form. Now visualized as resulting from 3 polarities, the model has
expanded the number of personalities to include 3 additional prototypes.
Through a book entitledModern Psychopathology(1969),Theodore Millon pro-
posed a new classification for emotional or psychiatric disorders. The foundation of
the system was made up of eight personality prototypes borrowed from the psychi-
atric nosology that was current at the time, the second edition of theDiagnostic and
Statistical Manual of Mental Disorders(DSM–II; American Psychiatric Associa-
tion, 1952). The innovation was the way Millon described and conceptualized the
eight prototypes in the 1969 book and in another book that followed shortly thereaf-
ter (Millon & Millon, 1974).
First, Millon (1969) wrote less pathological versions of personality disorders of
theDSM–II,creating “personality patterns of mild severity” (p. 220). In each case,
he set his descriptions to characterize three elements for each of the eight personal-
ity patterns: behaviors, self-perceptions, and intrapsychic processes.
Second, Millon fit his personality prototypes into a logical and coherent clas-
sification scheme. To organize the eight personality prototypes, Millon focused
on the kind of interpersonal relationships that the individual typically established
and the mode with which the person achieved his or her accommodation with
JOURNAL OF PERSONALITY ASSESSMENT,72(3), 353–364
Copyright © 1999, Lawrence Erlbaum Associates, Inc.
Copyright © 2000 All Rights Reserved
FIGURE 1 Organizational scheme for the personality prototypes proposed in 1969.Note:The
schizoid personality was labeledasocialin the original work; this label was changed to the cur-
rent label ofschizoidto avoid confusion.
354
Copyright © 2000 All Rights Reserved
the environment. As Figure 1 shows, Millon used the tendency toward interper-
sonal attachment or dominance to produce four different options (left column of
the figure). Two modes of accommodation (active and passive) were added to
each of the interpersonal choices to create the basis for the eight personality
prototypes.
Although the concept of interpersonal styles is easily understood, the concept
of the modes of adaptation is more elusive and merits an additional e.
Evolution and Its ProcessesFigure 1 Diversity of Life on Eart.docx
Evolution and Its Processes
Figure 1: Diversity of Life on Earth
The diversity of life on Earth is the result of evolution, a continuous process that is still occurring.
“wolf”: modification of work by Gary Kramer, USFWS; “coral”: modification of work by William Harrigan, NOAA; “river”: modification of work by Vojtěch Dostál; “protozoa”: modification of work by Sharon Franklin, Stephen Ausmus, USDA ARS; “fish” modification of work by Christian Mehlführer; “mushroom”, “bee”: modification of work by Cory Zanker; “tree”: modification of work by Joseph Kranak
Chapter Outline
1. Discovering How Populations Change
2. Mechanisms of Evolution
3. Evidence of Evolution
4. Speciation
5. Common Misconceptions about Evolution
Introduction
All species of living organisms—from the bacteria on our skin, to the trees in our yards, to the birds outside—evolved at some point from a different species. Although it may seem that living things today stay much the same from generation to generation, that is not the case: evolution is ongoing. Evolution is the process through which the characteristics of species change and through which new species arise.
The theory of evolution is the unifying theory of biology, meaning it is the framework within which biologists ask questions about the living world. Its power is that it provides direction for predictions about living things that are borne out in experiment after experiment. The Ukrainian-born American geneticist Theodosius Dobzhansky famously wrote that "nothing makes sense in biology except in the light of evolution" (Dobzhansky 1964, 449). He meant that the principle that all life has evolved and diversified from a common ancestor is the foundation from which we understand all other questions in biology. This chapter will explain some of the mechanisms for evolutionary change and the kinds of questions that biologists can and have answered using evolutionary theory.
Discovering How Populations Change
By the end of this section, you will bbe able to:
· Explain how Darwin’s theory of evolution differed from the current view at the time.
· Describe how the present-day theory of evolution was developed.
· Describe how population genetics is used to study the evolution of populations
The theory of evolution by natural selection describes a mechanism for species change over time. That species change had been suggested and debated well before Darwin. The view that species were static and unchanging was grounded in the writings of Plato, yet there were also ancient Greeks that expressed evolutionary ideas.
In the eighteenth century, ideas about the evolution of animals were reintroduced by the naturalist Georges-Louis Leclerc, Comte de Buffon and even by Charles Darwin’s grandfather, Erasmus Darwin. During this time, it was also accepted that there were extinct species. At the same time, James Hutton, the Scottish naturalist, proposed that geological change occurred gradually by the accumulation of small changes from pr.
Evolution in Animals and Population of HumansHumans belong t.docx
"Evolution in Animals and Population of Humans"
Humans belong to the genus Homo and chimpanzees to the genus Pan, yet studies of primate genes show that chimpanzees and humans are more closely related to one another than each is to any other animals. In light of this result, some researchers suggest that chimpanzees should be renamed as members of the genus Homo. Discuss at least three (3) practical, scientific, and / or ethical issues that might be raised by such a change in naming.
.
Evolution of Seoul City in South KoreaHow the City changed s.docx
Evolution of Seoul City in South Korea
How the City changed since it was first created. Describe the changes over time up to the present day.
Note
: Insert Citations at the final slide
include pictures of city (not the people in the city)
and you should have enough information ( only takes about the city, Don't talk about the people)!!!!
6 slides
.
evise your own definition of homegrown terrorism. Then using t.docx
evise your own definition of homegrown terrorism. Then using the e-Activity, provide one example of what you believe to be a specific homegrown terrorist attack that occurred in the United States. Provide a rationale for your response.
There are many agencies, including private security, directly involved in defending against homegrown terrorism that are not part of the Department of Homeland Security (DHS). Examine at least three agencies that are not part of the DHS but play a direct role in homeland security. Hypothesize the key reasons why you believe these three agencies are not part of the DHS. Justify your response.
.
eview the Paraphrasing tutorial here (Links to an external sit.docx
eview the Paraphrasing tutorial
here (Links to an external site.)
. There's also a helpful video
here (Links to an external site.)
.
Directions
: Paraphrase the quote below by putting into your own words
"I am most willing to answer all questions about myself. I have nothing to hide from your committee and there is nothing in my life of which I am ashamed. I have been advised by counsel that under the fifth amendment I have a constitutional privilege to decline to answer any questions about my political opinions, activities, and associations, on the grounds of self-incrimination. I do not wish to claim this privilege. I am ready and willing to testify before the representatives of our Government as to my own opinions and my own actions, regardless of any risks or consequences to myself."
Excerpt from Lillian Hellman,
Letter to HUAC (Links to an external site.)
, May 19, 1952.
you need to put this in your own words. So, take it out of the quote. Don't forget to cite!
Type your answer into the text box below.
.
Evidenced-Based Practice- Sample Selection and Application .docx
Evidenced-Based Practice- Sample Selection and Application
Description: Professional nursing practice is grounded in the translation of current evidence
into practice.
Course Competencies: 1) Examine the relationships among theory, practice, and research. 2)
Interpret research findings using the elements of the research process. 5) Evaluate data from
relevant sources, including technology, to inform the delivery of care to culturally and
ethnically diverse populations. 6) Collaborate with health team members to collect, interpret,
synthesize and disseminate evidence to improve patient outcomes in complex health care
environments.
QSEN Competency: 3) Evidence-Based Practice
BSN Essential III
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Fully detail how
the research
process is
sampling
dependent.
Describes
neighborhoods
that reflect the
best fit for 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Fully details how
the research
process is
sampling
dependent.
Describes
neighborhoods
that reflect the
best fit for 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Describes how
research and
sampling affect
generalizability of
findings but does
not identify
specific
populations in
Sentinel City®
Superficially
describes
sampling but does
not connect to
generalizability of
research findings
to practice
Identifies
populations of
interest but does
not relate to
research
applicability
Fully detail, with
specific
example(s), inter-
professional
evidence-based
practice guidelines
and states
outcomes specific
to one area of
choosing 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Fully details, with
specific
example(s), inter-
professional
evidence-based
practice guidelines
and states
outcomes specific
to one area of
choosing 1-
Geriatrics 2-
South East Asians
3- Poverty 4-
Pediatrics
Describes, with
specific
example(s) inter
professional
evidence-based
practice guidelines
but does not
develop outcomes
specific to a
population
Superficially
describes with
what evidence-
based practice
guidelines are
available but does
not address
interprofessional
nature or
outcomes
Provides
suggestions to
improve care for
population but
provides no
research/evidence
to support
APA, Grammar,
Spelling, and
Punctuation
No errors in APA,
Spelling, and
Punctuation.
One to three errors
in APA, Spelling,
and Punctuation.
Four to six errors
in APA, Spelling,
and Punctuation.
Seven or more
errors in APA,
Spelling, and
Punctuation.
References Provides two or
more references.
Provides two
references.
Provides one
references.
Provides no
references.
Include a PICO
model that clearly
labels specific
.
Evidenced-Based Practice- Evaluating a Quantitative Research S.docx
Evidenced-Based Practice- Evaluating a Quantitative Research Study
Description: The baccalaureate graduate nurse will demonstrate an understanding of the basic
elements of the research process and models for applying evidence to clinical practice.
Course Competencies: 1) Examine the relationships among theory, practice, and research. 2)
Interpret research findings using the elements of the research process. 3) Differentiate between
ethical and legal precepts that guide research conduct and protect human subjects. 4) Integrate
reliable evidence from multiple ways of knowing, to inform practice and make clinical
judgments. 5) Evaluate data from relevant sources, including technology, to inform the delivery
of care to culturally and ethnically diverse populations. 6) Collaborate with health team
members to collect, interpret, synthesize and disseminate evidence to improve patient outcomes
in complex health care environments.
QSEN Competency: 3) Evidence-Based Practice
BSN Essential III
Area Gold
Mastery
Silver
Proficient
Bronze
Acceptable
Acceptable
Mastery not
Demonstrated
Evaluates
research design
of study using all
of the
components of
the evaluation
checklists in
Houser 2018, p.
345
Evaluates
research design
of study using all
of the
components of
the evaluation
checklists in
Houser 2018, p.
345
Evaluates
research design
of study using
(75%)
components of
the evaluation
checklists in
Houser (2018).
Evaluates
research design
of study using
some (50% or
less) components
of the evaluation
checklists in
Houser (2018).
Does not address
section
Evaluates
methods/procedu
re, and results of
the study using
all of the
components of
the evaluation
checklist in
Houser 2018,
p.377
Evaluates
methods/procedu
re, and results of
the study using
all of the
components of
the evaluation
checklist in
Houser 2018,
p.377
Evaluates
methods/procedu
res and results of
the study using
(75%)
components of
the evaluation
checklists in
Houser (2018).
Evaluates
methods/procedu
res and results of
the study using
some (50% or
less) components
of the evaluation
checklists in
Houser (2018).
Does not address
section
Discusses the
importance of
research, how the
study contributes
to EBP and
applicability of
the specific study
to clinical
practice
Discusses the
importance of
research, how the
study contributes
to EBP and
applicability of
the specific study
to clinical
practice
Discusses the
importance of
research and how
the study may
contribute to
EBP in general
but not how the
specific study
contributes to
current clinical
practice.
Provides simple
definitions of
research and
evidence but
does not delve
into the
relationship
among research,
evidence-based
practice and
Does not address
section
impr.
eview the Captain Edith Strong case study in Ch. 6 of Organi.docx
eview
the Captain Edith Strong case study in Ch. 6 of
Organizational Behavior and Management in Law Enforcement
.
Answer
the questions in column one.
This is not an opinion paper, SO DO NOT USE FIRST OR SECOND PERSON;
your answers should be supported with the textbook readings and outside research; you need a minimum of two references and citations.
Format
your references consistent with APA guidelines.
.
Evidenced based practice In this writing, locate an article pert.docx
Evidenced based practice
In this writing, locate an article pertaining to the topic below. Choose your article wisely, because you will be incorporating the article into all three of your writing assignments this session. In this writing, please discuss how this (one) article will be beneficial to your assigned topic. (The article should be a research conducted in United states.) Also state what you will be focusing on.
Topic: Preventing Healthcare Associated Infections.
This should be a page. Do not use direct quotes, but paraphrase. Also, cite the article you chose in APA 6th edition format.
Research Design: Observational
and Correlational Studies
Video Title: Research Design: Observational and Correlational Studies
Originally Published: 2011
Publishing Company: SAGE Publications, Inc
City: Thousand Oaks, USA
ISBN: 9781483397108
DOI: https://dx.doi.org/10.4135/9781483397108
(c) SAGE Publications, Inc., 2011
This PDF has been generated from SAGE Research Methods.
https://dx.doi.org/10.4135/9781483397108
NARRATOR: Research Design-- Observational and Correlational Studies. Since the moment you
were born, you've been exploring the world around you. In a sense, you've been conducting research.
You've noticed the ways people interact with each other, the relative sizes of objects,
NARRATOR [continued]: and how the colors of nature change with the seasons. Each of us is an
amateur researcher, observing, analyzing, and drawing conclusions about everything we see. In order
to conduct a more formal study whose conclusions you can share with others, you need to apply
scientific methods to your research.
NARRATOR [continued]: Knowing about scientific research methods will also help you understand,
interpret, and be more analytical in your thinking about studies you read about in textbooks, journals,
newspapers, or online. To make sure your research is as strong as possible, let's talk about designing
your study and interpreting your results.
NARRATOR [continued]: Specifically, we'll focus on some overarching types of research studies,
when to use an observational design, along with some advantages and disadvantages, two different
types of observational design, those that you conduct in the field and those that you conduct in a
laboratory,
NARRATOR [continued]: analyzing data from an observational study, including some statistical
methods, when to use a correlational design, along with some advantages and disadvantages, how
to design and implement one, and analyzing data from a correlational study.
NARRATOR [continued]: Before we begin to explore research designs, it is important to understand
the terms "variable" and "construct." These terms are used interchangeably and are found throughout
scientific literature.
NICOLE CAIN: A "construct," which can also be called a "variable," is a topic of interest that varies
from person to person. Some examples of constructs that researchers .
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Overview on Edible Vaccine: Pros & Cons with Mechanism
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How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
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Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
special B.ed 2nd year old paper_20240531.pdf
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Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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- 1. Trends & Issues Presentation Rubric Mastery (4 pts) Proficient (3 pts) Developing (2 pts) Beginning (1 pt) Content Topic is tightly focused and relevant; presentation contains accurate information with no fact errors. Topic is adequately focused and relevant; major facts are accurate and generally complete. Topic would benefit from more focus; presentation contains some fact errors or omissions. Topic lacks relevance or focus; presentation contains multiple fact errors. Documentation Effective message support provided in the form of facts and visual aids; references are current and supports major ideas; includes at least 4 references beyond the textbook. Adequate message support provided for key concepts by facts and visual aids; references are generally accurate and current; includes at least 3 references beyond the textbook. Some message support provided by facts and visual aids; references may be outdated or thin; includes at least 2 references beyond the textbook. Little or no message support provided for major ideas; little or no references provided. Completeness Presentation provides good depth and detail; ideas well developed; facts have adequate background; presentation is 10- 15 minutes in length or 10-15 slides.
- 2. Presentation provides adequate depth; few details are omitted; major ideas are adequately developed; presentation is 10-15 minutes in length or 10-15 slides. Additional depth needed in places; important information omitted or not fully developed; presentation is too short or too long. Presentation does not provide adequate depth; key details are omitted or undeveloped; presentation is too short or too long. Organization/ Clarity Ideas are presented in logical order with effective transitions; presentation is clear and concise. Most ideas are in logical order with adequate transitions; presentation is generally clear and understandable. Some ideas not presented in proper order; transitions are needed; some parts of the presentation may be wordy or unclear. Ideas are not presented in proper order; transitions are lacking; several parts of the presentation may be wordy or unclear. Grammar/Mechanics Presentation contains no grammar errors; sentences are free of jargon, complete, and easy to read; no APA errors in citations. Presentation has no serious grammar errors; sentences are mostly jargon-free, complete, and understandable; few APA errors in citations. Presentation may contain some grammar or sentence errors; sentences may contain jargon or are too long or hard to follow; few APA errors in citations. Presentation contains several major grammar/usage errors; sentences are long, incomplete, or contain excessive jargon; many APA errors in citations. Peer Feedback Student provided thorough and clear feedback to two classmates’ presentations. Student provided adequate feedback to two classmates’
- 3. presentations. Student provided feedback to one classmate’s presentation. Student did not provide feedback to classmates’ presentations. *Adapted from Purdue University’s College of Science Oral Presentation Rubric. Score: ______ / 24 = ______ Comments: