Week 6 Final Grading Rubric
Description:
Total Possible Score: 23.00
Explains how One of the Key Landmark Cases Was Most Influential
Total: 3.25
Distinguished - Thoroughly explains how one of the key landmark cases was most influential in the field of special education.
Proficient - Explains how one of the key landmark cases was most influential in the field of special education. Minor details are missing or slightly underdeveloped.
Basic - Minimally explains how one of the key landmark cases was most influential in the field of special education. Relevant details are missing and/or underdeveloped.
Below Expectations - Attempts to explain how one of the key landmark cases was most influential in the field of special education; however, significant details are missing and underdeveloped.
Non-Performance - The explanation of how one of the key landmark cases was most influential in the field of special education is either nonexistent or lacks the components described in the assignment instructions.
Defines Ten Terms That Are Useful in Everyday Classroom Situations
Total: 3.25
Distinguished - Clearly and comprehensively defines ten terms that are useful in everyday classroom situations.
Proficient - Defines ten terms that will be most useful in everyday classroom practice. Minor details are unclear or slightly underdeveloped.
Basic - Defines at least eight terms that will be most useful in everyday classroom practice. Relevant details are unclear and/or underdeveloped.
Below Expectations - Attempts to define at least six terms that will be most useful in everyday classroom practice; however, significant details are missing and underdeveloped.
Non-Performance - The definitions of the terms that will be most useful in everyday classroom practice are either nonexistent or lack the components described in the assignment instructions.
Outlines the Importance of Formal and Informal Assessments
Total: 3.25
Distinguished - Fully outlines the importance of formal and informal assessments in driving instructional planning.
Proficient - Outlines the importance of formal and informal assessments in driving instructional planning. Minor details are missing.
Basic - Partially outlines the importance of formal and informal assessments in driving instructional planning. Relevant details are missing.
Below Expectations - Attempts to outline the importance of formal and informal assessment in driving instructional planning; however, significant details are missing.
Non-Performance - The outline of the important of formal and informal assessments in driving instructional planning is either nonexistent or lacks the components described in the assignment instructions.
Lists and Explains At Least Three Common Etiological Factors
Total: 3.25
Distinguished - Lists and thoroughly explains at least three common etiological factors of students with mild to moderate disabilities.
Proficient - Lists and explains three common etiological factors of students with mild ...
Grading RubricDescription Total Possible Score 20.00Stan.docxshericehewat
Grading Rubric
Description:
Total Possible Score: 20.00
Standard and Learning Objective
Total: 2.00
Distinguished - Lists the selected pathway from Week One, the standard, and learning objectives.
Proficient - Lists the selected pathway from Week One, the standard, and learning objectives. Minor details are missing.
Basic - Lists the selected pathway from Week One, the standard, and learning objectives. Relevant details are missing.
Below Expectations - Attempts to list the selected pathway from Week One, the standard, and learning objectives; however, significant details are missing.
Non-Performance - The selected pathway from Week One, the standard, and learning objectives are either nonexistent or lack the components described in the assignment instructions.
Formative Assessment
Total: 3.00
Distinguished - Thoroughly describes the importance of formative assessment and explains the three different ways to formatively assess learners based on the standard and learning objective selected.
Proficient - Describes the importance of formative assessment and explains the three different ways to formatively assess learners based on the standard and learning objective selected. Minor details are missing.
Basic - Minimally describes the importance of formative assessment and explains the three different ways to formatively assess learners based on the standard and learning objective selected. Relevant details are missing.
Below Expectations - Attempts to describe the importance of formative assessment and explains the three different ways to formatively assess learners based on the standard and learning objective selected; however, significant details are missing.
Non-Performance - The description of the importance of formative assessment and explanation of the three different ways to formatively assess learners based on the standard and learning objective selected are either nonexistent or lack the components described in the assignment instructions.
Development of Summative Assessment
Total: 4.00
Distinguished - Includes the test blueprint and lists 10 detailed questions developed in Week Three, making any necessary revisions based on the instructor’s feedback.
Proficient - Includes the test blueprint and lists the 10 questions developed in Week Three, making any necessary revisions based on the instructor’s feedback. Minor details are missing.
Basic - Includes a partial test blueprint and lists questions developed in Week Three, making any necessary revisions based on the instructor’s feedback. Relevant details are missing.
Below Expectations - Attempts to include the test blueprint and list the 10 questions developed in Week Three, making any necessary revisions based on the instructor’s feedback; however, significant details are missing.
Non-Performance - The test blueprint and 10 questions developed in Week Three are either nonexistent or lack the components described in the assignment instructions.
Development of Rubric for ...
MGT450.W5A1.06.2014
Description:
Total Possible Score: 19.00
Selects an Organization and Describes Its History, Products, and Major
Competitors
Total: 2.50
Distinguished - Selects an organization and thoroughly describes its history,
products, and major competitors.
Proficient - Selects an organization and describes its history, products, and
major competitors. Minor details are missing.
Basic - Selects an organization and partially describes its history, products,
and major competitors. Relevant details are missing.
Below Expectations - Selects an organization and attempts to describe its
history, products, and major competitors; however, significant details are
missing.
Non-Performance - The description of the selected organization’s history,
products, and major competitors is either nonexistent or lacks the components
described in the assignment instructions.
Explains the Current Situation of the Organization in the Market
Total: 2.00
Distinguished - Thoroughly explains the current situation of the organization in
the market.
Proficient - Explains the current situation of the organization in the market.
Minor details are missing.
Basic - Partially explains the current situation of the organization in the
market. Relevant details are missing.
Below Expectations - Attempts to explain the current situation of the
organization in the market; however, significant details are missing.
Non-Performance - The explanation of the current situation of the organization
in the market is either nonexistent or lacks the components described in the
assignment instructions.
Develops a SWOT Analysis to Determine Areas That Offer Opportunities for Change
Total: 4.00
Distinguished - Develops a comprehensive SWOT analysis to determine areas that
offer opportunities for change. The analysis is thoroughly supported with
scholarly sources.
Proficient - Develops a SWOT analysis to determine areas that offer
opportunities for change. The analysis is supported with scholarly sources but
is slightly underdeveloped.
Basic - Develops a limited SWOT analysis to determine areas that offer
opportunities for change. The analysis is minimally supported with scholarly
sources and/or is underdeveloped.
Below Expectations - Attempts to develop a SWOT analysis to determine areas that
offer opportunities for change; however, the analysis is not supported with
scholarly sources and/or is significantly underdeveloped.
Non-Performance - The development of SWOT analysis to determine areas that offer
opportunities for change is either nonexistent or lacks the components described
in the assignment instructions.
Chooses at Least Three Areas From the SWOT Analysis and Explains Why the Chosen
Areas are Essential to the Strategic Plan
Total: 4.00
Distinguished - Chooses at least three areas from th ...
DescriptionTotal Possible Score 8.00Defines Each TheoryTLinaCovington707
Description:
Total Possible Score: 8.00
Defines Each Theory
Total: 2.00
Distinguished - Provides a thorough definition of the major motivation and job satisfaction theories.
Proficient - Provides a definition of the major motivation and job satisfaction theories. One or more definitions are slightly underdeveloped.
Basic - Provides a limited definition of the major motivation and job satisfaction theories. One or more definitions are underdeveloped.
Below Expectations - Attempts to provide a definition of the major motivation and job satisfaction theories; however, one or more definitions are significantly underdeveloped.
Non-Performance - The definition of the major motivation and job satisfaction theories is either nonexistent or lacks the components described in the assignment instructions.
Describes a Specific Situation Related to Motivation and Job Satisfaction
Total: 1.00
Distinguished - Provides a thorough description of a specific situation related to motivation and job satisfaction.
Proficient - Provides a description of a specific situation related to motivation and job satisfaction. The description is slightly underdeveloped.
Basic - Provides a limited description of a specific situation related to motivation and job satisfaction. The description is underdeveloped.
Below Expectations - Attempts to provide a description of a specific situation related to motivation and job satisfaction; however, the description is significantly underdeveloped.
Non-Performance - The description of a specific situation related to motivation and job satisfaction is either nonexistent or lacks the components described in the assignment instructions.
Applies One of the Theories to the Situation
Total: 1.00
Distinguished - Comprehensively applies one of the theories to the situation. The application is supported with relevant examples from scholarly articles.
Proficient - Applies one of the theories to the situation. The application is supported with examples from scholarly articles, but is slightly underdeveloped.
Basic - Partially applies one of the theories to the situation. The application is somewhat supported with examples from scholarly articles, and is underdeveloped.
Below Expectations - Attempts to apply one of the theories to the situation; however, the application is not supported with examples from scholarly articles and is significantly underdeveloped.
Non-Performance - The application of one of the theories to the situation is either nonexistent or lacks the components described in the assignment instructions.
Discusses the Usefulness of the Theory in Explaining Employee Performance
Total: 1.00
Distinguished - Comprehensively discusses the usefulness of the theory in explaining employee performance. The discussion is supported with relevant examples from scholarly sources.
Proficient - Discusses the usefulness of the theory in explaining employee performance. The discussion is supported with examples from scholarly sources, but is sli ...
Total Possible Score 10.00Creates a Liability Matrix Total 3.docxedwardmarivel
Total Possible Score: 10.00
Creates a Liability Matrix
Total: 3.50
Distinguished - Creates a comprehensive matrix comparing and contrasting personal liability exposure as an owner.
Proficient - Creates a matrix comparing and contrasting personal liability exposure as an owner. The matrix is slightly underdeveloped.
Basic - Creates a partial matrix comparing and contrasting personal liability exposure as an owner. The matrix is underdeveloped.
Below Expectations - Attempts to create a matrix comparing and contrasting personal liability exposure as an owner; however, the matrix is significantly underdeveloped.
Non-Performance - The liability matrix is either nonexistent or lacks the components described in the assignment instructions.
Analyzes How to Limit Personal Liability Exposure for Each Business Entity
Total: 2.50
Distinguished - Offers a complete analysis on how to limit personal liability exposure for each business entity as an owner, demonstrating a thorough understanding of the course concepts.
Proficient - Offers a mostly complete analysis on how to limit personal liability exposure for each business entity as an owner, demonstrating a sufficient understanding of the course concepts.
Basic - Offers a somewhat complete analysis on how to limit personal liability exposure for each business entity as an owner, demonstrating a rudimentary understanding of the course concepts.
Below Expectations - Offers an incomplete analysis on how to limit personal liability exposure for each business entity as an owner, demonstrating a lack of understanding of the course concepts.
Non-Performance - The analysis on how to limit personal liability exposure for each business entity is either nonexistent or lacks the components described in the assignment instructions.
Describes Current or Future Business Formation and Examines Best Organizational Form
Total: 2.00
Distinguished - Thoroughly describes the business formation and examines the best organizational form, providing detailed and specific examples of personal liability exposure, management, taxation, and ease of formation. Expertly applies course concepts.
Proficient - Describes the business formation and examines the best organizational form, providing examples of personal liability exposure, management, taxation, and ease of formation. Sufficiently applies course concepts.
Basic - Describes the business formation and examines the best organizational form, providing limited examples of personal liability exposure, management, taxation, and ease of formation. Generally applies course concepts.
Below Expectations - Attempts to describe the business formation and examine the best organization form; however, examples of personal liability exposure, management, taxation, and/or ease of formation are not included. Does not apply course concepts.
Non-Performance - The description of the business and examination of the best organizational form are either nonexistent or lack the components described in ...
Ashford 3: - Week 2 - Assignment
Global Supply Chain Management: Quality Strategy
This assignment is based on a case study that is in Ashford University’s library. Please read Soltani, Azadegan, Liao, and Phillips (2011) which may be found in the Ashford University library (EBSCO database). You are the senior executive in charge of supply chain management for the focal firm or buyer in the United States. M-case and H-case are two important suppliers for your firm. The CEO of the focal firm wants action. The CEO has asked you to respond to the following statements.
Examine the problems and causes that may contribute to low quality throughout the supply chain. Soltani, et al. (2011) recommended that the leadership in the focal firm or buyer select good partners, ensure cooperation, and motivate loyalty to the buyer.
Describe how you would implement the recommendations developed in the case study.
Propose changes to the supplier contract in order for the supply chain to be successful.
Submit your three to four-page paper (not including the title and reference pages) written according to APA style as shown in the approved style guide. The CEO has also asked you to include two scholarly sources in addition to the textbook to support your answers.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 9.00
Examines the Problems and Causes That Contribute to Low Quality Throughout the Supply Chain
Total: 3.00
Distinguished - Comprehensively examines the problems and causes that contribute to low quality throughout the supply chain.
Proficient - Examines the problems and causes that contribute to low quality throughout the supply chain. Minor details are missing.
Basic - Partially examines the problems and the causes that contribute to low quality throughout the supply chain. Relevant details are missing.
Below Expectations - Attempts to examine the problems and causes that contribute to low quality throughout the supply chain; however, significant details are missing.
Non-Performance - The examination of the problems and causes that contribute to low quality is either nonexistent or lacks the components described in the assignment instructions.
Describes How to Implement the Recommendations Developed in the Case Study
Total: 2.00
Distinguished - Thoroughly describes how to implement the recommendations developed in the case study.
Proficient - Describes how to implement the recommendations developed in the case study. The description is slightly underdeveloped.
Basic - Vaguely describes how to implement the recommendations developed in the case study. The description is underdeveloped.
Below Expectations - Attempts to describe how to implement the recommendations developed in the case study; however, the description is significantly underdeveloped.
Non-Performance - The description of how to implement the recommendations is either nonexistent or lacks the compo.
BUS370.W3A1.04.2021Description Total Possible ScoreVannaSchrader3
BUS370.W3A1.04.2021
Description:
Total Possible Score: 6.00
Identifies the Type of Change Occurring
Total: 1.00
Distinguished - Clearly and accurately identifies the type of change occurring.
Proficient - Identifies the type of change occurring. Minor details are slightly unclear or inaccurate.
Basic - Vaguely identifies the type of change occurring. Relevant details are unclear and/or inaccurate.
Below Expectations - Attempts to identify the type of change occurring; however, significant details are unclear and inaccurate.
Non-Performance - The identification of the type of change occurring is either nonexistent or lacks the components described in the assignment instructions.
Develops the Action Research Process
Total: 1.00
Distinguished - Comprehensively develops the action research process.
Proficient - Develops the action research process. Minor details are missing.
Basic - Partially develops the action research process. Relevant details are missing.
Below Expectations - Attempts to develop the action research process; however, significant details are missing.
Non-Performance - The development of the action research process is either nonexistent or lacks the components described in the assignment instructions.
Selects the Diagnostic Process for the Planning Phase and Defends the Reasoning for the Choice
Total: 1.00
Distinguished - Selects the appropriate diagnostic process for the planning phase and clearly defends the reasoning for the choice.
Proficient - Selects the diagnostic process for the planning phase and defends the reasoning for the choice. Minor details are missing or slightly unclear.
Basic - Selects a somewhat appropriate diagnostic process for the planning phase and partially defends the reasoning for the choice. Minor details are missing and/or slightly unclear.
Below Expectations - Attempts to select a diagnostic process for the planning phase and defend the reasoning for the choice; however, significant details are missing and unclear.
Non-Performance - The selection of a diagnostic process for the planning phase and defense of the reasoning for the choice are either nonexistent or lack the components described in the assignment instructions.
Classifies the Intervention Type
Total: 0.50
Distinguished - Accurately classifies the intervention type.
Proficient - Classifies the intervention type. Minor details are inaccurate.
Basic – Vaguely classifies the intervention type. Relevant details are inaccurate.
Below Expectations - Attempts to classify the intervention type; however, significant details are inaccurate.
Non-Performance - The classification of the intervention type is either nonexistent or lacks the components described in the assignment instructions.
Defines How to Implement the Intervention Type
Total: 0.50
Distinguished - Thoroughly defines how to implement the intervention type.
Proficient - Defines how to implement the intervention ...
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docxmariuse18nolet
Introduction, Thesis Statement, and Claim
Total: 3.50
Distinguished - Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue.
Proficient - Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.
Basic - Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.
Below Expectations - Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.
Non-Performance - The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions.
Creates an Argument
Total: 7.00
Distinguished - Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.
Proficient - Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.
Basic - Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.
Below Expectations - Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.
Non-Performance - The creation of an argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluates Ethical Outcomes
Total: 4.00
Distinguished - Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoro.
HCA421.W5A1.09.2021Description Total Possible ScoreJeanmarieColbert3
HCA421.W5A1.09.2021
Description:
Total Possible Score: 22.00
Analyzes the Internal Environment
Total: 2.00
Distinguished - Comprehensively analyzes the internal environment.
Proficient - Analyzes the internal environment. The analysis is slightly underdeveloped.
Basic - Minimally analyzes the internal environment. The analysis is underdeveloped.
Below Expectations - Attempts to analyze the internal environment; however, the analysis is significantly underdeveloped.
Non-Performance - The analysis of the internal environment is either nonexistent or lacks the components described in the assignment instructions.
Analyzes the External Environment
Total: 2.00
Distinguished - Comprehensively analyzes the external environment.
Proficient - Analyzes the external environment. The analysis is slightly underdeveloped.
Basic - Minimally analyzes the external environment. The analysis is underdeveloped.
Below Expectations - Attempts to analyze the external environment; however, the analysis is significantly underdeveloped.
Non-Performance - The analysis of external the environment is either nonexistent or lacks the components described in the assignment instructions.
Evaluates the Competitive Advantage of the Organization
Total: 3.00
Distinguished - Comprehensively and clearly evaluates the competitive advantage of the organization.
Proficient - Evaluates the competitive advantage of the organization. Minor details are missing or slightly unclear.
Basic - Minimally evaluates the competitive advantage of the organization. Relevant details are missing and/or unclear.
Below Expectations - Attempts to evaluate the competitive advantage of the organization; however, significant details are missing and unclear.
Non-Performance - The evaluation of the competitive advantage of the organization is either nonexistent or lacks the components described in the assignment instructions.
Examines the Role of Stakeholders
Total: 3.00
Distinguished - Thoroughly, clearly, and accurately examines the role of stakeholders.
Proficient - Examines the role of stakeholders. Minor details are missing, slightly unclear, or inaccurate.
Basic - Minimally examines the role of stakeholders. Relevant details are missing, unclear, and/or inaccurate.
Below Expectations - Attempts to examine the role of stakeholders; however, significant details are missing, unclear, and inaccurate.
Non-Performance - The examination of the role of stakeholders is either nonexistent or lacks the components described in the assignment instructions.
Assesses the Services Provided
Total: 3.00
Distinguished - Comprehensively and clearly assesses the services provided.
Proficient - Assesses the services provided. Minor details are missing or slightly unclear.
Basic - Minimally assesses the services provided. Relevant details ...
Grading RubricDescription Total Possible Score 20.00Stan.docxshericehewat
Grading Rubric
Description:
Total Possible Score: 20.00
Standard and Learning Objective
Total: 2.00
Distinguished - Lists the selected pathway from Week One, the standard, and learning objectives.
Proficient - Lists the selected pathway from Week One, the standard, and learning objectives. Minor details are missing.
Basic - Lists the selected pathway from Week One, the standard, and learning objectives. Relevant details are missing.
Below Expectations - Attempts to list the selected pathway from Week One, the standard, and learning objectives; however, significant details are missing.
Non-Performance - The selected pathway from Week One, the standard, and learning objectives are either nonexistent or lack the components described in the assignment instructions.
Formative Assessment
Total: 3.00
Distinguished - Thoroughly describes the importance of formative assessment and explains the three different ways to formatively assess learners based on the standard and learning objective selected.
Proficient - Describes the importance of formative assessment and explains the three different ways to formatively assess learners based on the standard and learning objective selected. Minor details are missing.
Basic - Minimally describes the importance of formative assessment and explains the three different ways to formatively assess learners based on the standard and learning objective selected. Relevant details are missing.
Below Expectations - Attempts to describe the importance of formative assessment and explains the three different ways to formatively assess learners based on the standard and learning objective selected; however, significant details are missing.
Non-Performance - The description of the importance of formative assessment and explanation of the three different ways to formatively assess learners based on the standard and learning objective selected are either nonexistent or lack the components described in the assignment instructions.
Development of Summative Assessment
Total: 4.00
Distinguished - Includes the test blueprint and lists 10 detailed questions developed in Week Three, making any necessary revisions based on the instructor’s feedback.
Proficient - Includes the test blueprint and lists the 10 questions developed in Week Three, making any necessary revisions based on the instructor’s feedback. Minor details are missing.
Basic - Includes a partial test blueprint and lists questions developed in Week Three, making any necessary revisions based on the instructor’s feedback. Relevant details are missing.
Below Expectations - Attempts to include the test blueprint and list the 10 questions developed in Week Three, making any necessary revisions based on the instructor’s feedback; however, significant details are missing.
Non-Performance - The test blueprint and 10 questions developed in Week Three are either nonexistent or lack the components described in the assignment instructions.
Development of Rubric for ...
MGT450.W5A1.06.2014
Description:
Total Possible Score: 19.00
Selects an Organization and Describes Its History, Products, and Major
Competitors
Total: 2.50
Distinguished - Selects an organization and thoroughly describes its history,
products, and major competitors.
Proficient - Selects an organization and describes its history, products, and
major competitors. Minor details are missing.
Basic - Selects an organization and partially describes its history, products,
and major competitors. Relevant details are missing.
Below Expectations - Selects an organization and attempts to describe its
history, products, and major competitors; however, significant details are
missing.
Non-Performance - The description of the selected organization’s history,
products, and major competitors is either nonexistent or lacks the components
described in the assignment instructions.
Explains the Current Situation of the Organization in the Market
Total: 2.00
Distinguished - Thoroughly explains the current situation of the organization in
the market.
Proficient - Explains the current situation of the organization in the market.
Minor details are missing.
Basic - Partially explains the current situation of the organization in the
market. Relevant details are missing.
Below Expectations - Attempts to explain the current situation of the
organization in the market; however, significant details are missing.
Non-Performance - The explanation of the current situation of the organization
in the market is either nonexistent or lacks the components described in the
assignment instructions.
Develops a SWOT Analysis to Determine Areas That Offer Opportunities for Change
Total: 4.00
Distinguished - Develops a comprehensive SWOT analysis to determine areas that
offer opportunities for change. The analysis is thoroughly supported with
scholarly sources.
Proficient - Develops a SWOT analysis to determine areas that offer
opportunities for change. The analysis is supported with scholarly sources but
is slightly underdeveloped.
Basic - Develops a limited SWOT analysis to determine areas that offer
opportunities for change. The analysis is minimally supported with scholarly
sources and/or is underdeveloped.
Below Expectations - Attempts to develop a SWOT analysis to determine areas that
offer opportunities for change; however, the analysis is not supported with
scholarly sources and/or is significantly underdeveloped.
Non-Performance - The development of SWOT analysis to determine areas that offer
opportunities for change is either nonexistent or lacks the components described
in the assignment instructions.
Chooses at Least Three Areas From the SWOT Analysis and Explains Why the Chosen
Areas are Essential to the Strategic Plan
Total: 4.00
Distinguished - Chooses at least three areas from th ...
DescriptionTotal Possible Score 8.00Defines Each TheoryTLinaCovington707
Description:
Total Possible Score: 8.00
Defines Each Theory
Total: 2.00
Distinguished - Provides a thorough definition of the major motivation and job satisfaction theories.
Proficient - Provides a definition of the major motivation and job satisfaction theories. One or more definitions are slightly underdeveloped.
Basic - Provides a limited definition of the major motivation and job satisfaction theories. One or more definitions are underdeveloped.
Below Expectations - Attempts to provide a definition of the major motivation and job satisfaction theories; however, one or more definitions are significantly underdeveloped.
Non-Performance - The definition of the major motivation and job satisfaction theories is either nonexistent or lacks the components described in the assignment instructions.
Describes a Specific Situation Related to Motivation and Job Satisfaction
Total: 1.00
Distinguished - Provides a thorough description of a specific situation related to motivation and job satisfaction.
Proficient - Provides a description of a specific situation related to motivation and job satisfaction. The description is slightly underdeveloped.
Basic - Provides a limited description of a specific situation related to motivation and job satisfaction. The description is underdeveloped.
Below Expectations - Attempts to provide a description of a specific situation related to motivation and job satisfaction; however, the description is significantly underdeveloped.
Non-Performance - The description of a specific situation related to motivation and job satisfaction is either nonexistent or lacks the components described in the assignment instructions.
Applies One of the Theories to the Situation
Total: 1.00
Distinguished - Comprehensively applies one of the theories to the situation. The application is supported with relevant examples from scholarly articles.
Proficient - Applies one of the theories to the situation. The application is supported with examples from scholarly articles, but is slightly underdeveloped.
Basic - Partially applies one of the theories to the situation. The application is somewhat supported with examples from scholarly articles, and is underdeveloped.
Below Expectations - Attempts to apply one of the theories to the situation; however, the application is not supported with examples from scholarly articles and is significantly underdeveloped.
Non-Performance - The application of one of the theories to the situation is either nonexistent or lacks the components described in the assignment instructions.
Discusses the Usefulness of the Theory in Explaining Employee Performance
Total: 1.00
Distinguished - Comprehensively discusses the usefulness of the theory in explaining employee performance. The discussion is supported with relevant examples from scholarly sources.
Proficient - Discusses the usefulness of the theory in explaining employee performance. The discussion is supported with examples from scholarly sources, but is sli ...
Total Possible Score 10.00Creates a Liability Matrix Total 3.docxedwardmarivel
Total Possible Score: 10.00
Creates a Liability Matrix
Total: 3.50
Distinguished - Creates a comprehensive matrix comparing and contrasting personal liability exposure as an owner.
Proficient - Creates a matrix comparing and contrasting personal liability exposure as an owner. The matrix is slightly underdeveloped.
Basic - Creates a partial matrix comparing and contrasting personal liability exposure as an owner. The matrix is underdeveloped.
Below Expectations - Attempts to create a matrix comparing and contrasting personal liability exposure as an owner; however, the matrix is significantly underdeveloped.
Non-Performance - The liability matrix is either nonexistent or lacks the components described in the assignment instructions.
Analyzes How to Limit Personal Liability Exposure for Each Business Entity
Total: 2.50
Distinguished - Offers a complete analysis on how to limit personal liability exposure for each business entity as an owner, demonstrating a thorough understanding of the course concepts.
Proficient - Offers a mostly complete analysis on how to limit personal liability exposure for each business entity as an owner, demonstrating a sufficient understanding of the course concepts.
Basic - Offers a somewhat complete analysis on how to limit personal liability exposure for each business entity as an owner, demonstrating a rudimentary understanding of the course concepts.
Below Expectations - Offers an incomplete analysis on how to limit personal liability exposure for each business entity as an owner, demonstrating a lack of understanding of the course concepts.
Non-Performance - The analysis on how to limit personal liability exposure for each business entity is either nonexistent or lacks the components described in the assignment instructions.
Describes Current or Future Business Formation and Examines Best Organizational Form
Total: 2.00
Distinguished - Thoroughly describes the business formation and examines the best organizational form, providing detailed and specific examples of personal liability exposure, management, taxation, and ease of formation. Expertly applies course concepts.
Proficient - Describes the business formation and examines the best organizational form, providing examples of personal liability exposure, management, taxation, and ease of formation. Sufficiently applies course concepts.
Basic - Describes the business formation and examines the best organizational form, providing limited examples of personal liability exposure, management, taxation, and ease of formation. Generally applies course concepts.
Below Expectations - Attempts to describe the business formation and examine the best organization form; however, examples of personal liability exposure, management, taxation, and/or ease of formation are not included. Does not apply course concepts.
Non-Performance - The description of the business and examination of the best organizational form are either nonexistent or lack the components described in ...
Ashford 3: - Week 2 - Assignment
Global Supply Chain Management: Quality Strategy
This assignment is based on a case study that is in Ashford University’s library. Please read Soltani, Azadegan, Liao, and Phillips (2011) which may be found in the Ashford University library (EBSCO database). You are the senior executive in charge of supply chain management for the focal firm or buyer in the United States. M-case and H-case are two important suppliers for your firm. The CEO of the focal firm wants action. The CEO has asked you to respond to the following statements.
Examine the problems and causes that may contribute to low quality throughout the supply chain. Soltani, et al. (2011) recommended that the leadership in the focal firm or buyer select good partners, ensure cooperation, and motivate loyalty to the buyer.
Describe how you would implement the recommendations developed in the case study.
Propose changes to the supplier contract in order for the supply chain to be successful.
Submit your three to four-page paper (not including the title and reference pages) written according to APA style as shown in the approved style guide. The CEO has also asked you to include two scholarly sources in addition to the textbook to support your answers.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 9.00
Examines the Problems and Causes That Contribute to Low Quality Throughout the Supply Chain
Total: 3.00
Distinguished - Comprehensively examines the problems and causes that contribute to low quality throughout the supply chain.
Proficient - Examines the problems and causes that contribute to low quality throughout the supply chain. Minor details are missing.
Basic - Partially examines the problems and the causes that contribute to low quality throughout the supply chain. Relevant details are missing.
Below Expectations - Attempts to examine the problems and causes that contribute to low quality throughout the supply chain; however, significant details are missing.
Non-Performance - The examination of the problems and causes that contribute to low quality is either nonexistent or lacks the components described in the assignment instructions.
Describes How to Implement the Recommendations Developed in the Case Study
Total: 2.00
Distinguished - Thoroughly describes how to implement the recommendations developed in the case study.
Proficient - Describes how to implement the recommendations developed in the case study. The description is slightly underdeveloped.
Basic - Vaguely describes how to implement the recommendations developed in the case study. The description is underdeveloped.
Below Expectations - Attempts to describe how to implement the recommendations developed in the case study; however, the description is significantly underdeveloped.
Non-Performance - The description of how to implement the recommendations is either nonexistent or lacks the compo.
BUS370.W3A1.04.2021Description Total Possible ScoreVannaSchrader3
BUS370.W3A1.04.2021
Description:
Total Possible Score: 6.00
Identifies the Type of Change Occurring
Total: 1.00
Distinguished - Clearly and accurately identifies the type of change occurring.
Proficient - Identifies the type of change occurring. Minor details are slightly unclear or inaccurate.
Basic - Vaguely identifies the type of change occurring. Relevant details are unclear and/or inaccurate.
Below Expectations - Attempts to identify the type of change occurring; however, significant details are unclear and inaccurate.
Non-Performance - The identification of the type of change occurring is either nonexistent or lacks the components described in the assignment instructions.
Develops the Action Research Process
Total: 1.00
Distinguished - Comprehensively develops the action research process.
Proficient - Develops the action research process. Minor details are missing.
Basic - Partially develops the action research process. Relevant details are missing.
Below Expectations - Attempts to develop the action research process; however, significant details are missing.
Non-Performance - The development of the action research process is either nonexistent or lacks the components described in the assignment instructions.
Selects the Diagnostic Process for the Planning Phase and Defends the Reasoning for the Choice
Total: 1.00
Distinguished - Selects the appropriate diagnostic process for the planning phase and clearly defends the reasoning for the choice.
Proficient - Selects the diagnostic process for the planning phase and defends the reasoning for the choice. Minor details are missing or slightly unclear.
Basic - Selects a somewhat appropriate diagnostic process for the planning phase and partially defends the reasoning for the choice. Minor details are missing and/or slightly unclear.
Below Expectations - Attempts to select a diagnostic process for the planning phase and defend the reasoning for the choice; however, significant details are missing and unclear.
Non-Performance - The selection of a diagnostic process for the planning phase and defense of the reasoning for the choice are either nonexistent or lack the components described in the assignment instructions.
Classifies the Intervention Type
Total: 0.50
Distinguished - Accurately classifies the intervention type.
Proficient - Classifies the intervention type. Minor details are inaccurate.
Basic – Vaguely classifies the intervention type. Relevant details are inaccurate.
Below Expectations - Attempts to classify the intervention type; however, significant details are inaccurate.
Non-Performance - The classification of the intervention type is either nonexistent or lacks the components described in the assignment instructions.
Defines How to Implement the Intervention Type
Total: 0.50
Distinguished - Thoroughly defines how to implement the intervention type.
Proficient - Defines how to implement the intervention ...
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docxmariuse18nolet
Introduction, Thesis Statement, and Claim
Total: 3.50
Distinguished - Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue.
Proficient - Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.
Basic - Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.
Below Expectations - Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.
Non-Performance - The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions.
Creates an Argument
Total: 7.00
Distinguished - Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.
Proficient - Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.
Basic - Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.
Below Expectations - Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.
Non-Performance - The creation of an argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluates Ethical Outcomes
Total: 4.00
Distinguished - Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoro.
HCA421.W5A1.09.2021Description Total Possible ScoreJeanmarieColbert3
HCA421.W5A1.09.2021
Description:
Total Possible Score: 22.00
Analyzes the Internal Environment
Total: 2.00
Distinguished - Comprehensively analyzes the internal environment.
Proficient - Analyzes the internal environment. The analysis is slightly underdeveloped.
Basic - Minimally analyzes the internal environment. The analysis is underdeveloped.
Below Expectations - Attempts to analyze the internal environment; however, the analysis is significantly underdeveloped.
Non-Performance - The analysis of the internal environment is either nonexistent or lacks the components described in the assignment instructions.
Analyzes the External Environment
Total: 2.00
Distinguished - Comprehensively analyzes the external environment.
Proficient - Analyzes the external environment. The analysis is slightly underdeveloped.
Basic - Minimally analyzes the external environment. The analysis is underdeveloped.
Below Expectations - Attempts to analyze the external environment; however, the analysis is significantly underdeveloped.
Non-Performance - The analysis of external the environment is either nonexistent or lacks the components described in the assignment instructions.
Evaluates the Competitive Advantage of the Organization
Total: 3.00
Distinguished - Comprehensively and clearly evaluates the competitive advantage of the organization.
Proficient - Evaluates the competitive advantage of the organization. Minor details are missing or slightly unclear.
Basic - Minimally evaluates the competitive advantage of the organization. Relevant details are missing and/or unclear.
Below Expectations - Attempts to evaluate the competitive advantage of the organization; however, significant details are missing and unclear.
Non-Performance - The evaluation of the competitive advantage of the organization is either nonexistent or lacks the components described in the assignment instructions.
Examines the Role of Stakeholders
Total: 3.00
Distinguished - Thoroughly, clearly, and accurately examines the role of stakeholders.
Proficient - Examines the role of stakeholders. Minor details are missing, slightly unclear, or inaccurate.
Basic - Minimally examines the role of stakeholders. Relevant details are missing, unclear, and/or inaccurate.
Below Expectations - Attempts to examine the role of stakeholders; however, significant details are missing, unclear, and inaccurate.
Non-Performance - The examination of the role of stakeholders is either nonexistent or lacks the components described in the assignment instructions.
Assesses the Services Provided
Total: 3.00
Distinguished - Comprehensively and clearly assesses the services provided.
Proficient - Assesses the services provided. Minor details are missing or slightly unclear.
Basic - Minimally assesses the services provided. Relevant details ...
Description Total Possible Score 30.00Distinguished LinaCovington707
Description:
Total Possible Score: 30.00
Distinguished - Comprehensively, clearly, and accurately summarizes the chosen case.
Proficient - Summarizes the chosen case. Minor details are missing, slightly unclear, or inaccurate.
Basic - Minimally summarizes the chosen case. Relevant details are missing, unclear, and/or inaccurate.
Below Expectations - Attempts to summarize the chosen case; however, significant details are missing, unclear, and inaccurate.
Non-Performance - The summary of the chosen case is either nonexistent or lacks the components described in the assignment
instructions.
Distinguished - Comprehensively and clearly evaluates the biopsychosocial factors that led the client to commit his or her
crime(s).
Proficient - Evaluates the biopsychosocial factors that led the client to commit his or her crime(s). Minor details are missing or
slightly unclear.
Basic - Minimally evaluates the biopsychosocial factors that led the client to commit his or her crime(s). Relevant details are
missing and/or unclear.
Below Expectations - Attempts to evaluate the biopsychosocial factors that led the client to commit his or her crime(s); however,
significant details are missing and unclear.
Non-Performance - The evaluation of the biopsychosocial factors that led the client to commit his or her crime(s)is either
nonexistent or lacks the components described in the assignment instructions.
Distinguished - Comprehensively and clearly evaluates the ACEs score calculated for the client in the Week 3 discussion.
Proficient - Evaluates the ACEs score calculated for the client in the Week 3 discussion. Minor details are missing or slightly
unclear.
Basic - Minimally evaluates the ACEs score calculated for the client in the Week 3 discussion. Relevant details are missing
and/or unclear.
Below Expectations - Attempts to evaluate the ACEs score calculated for the client in the Week 3 discussion; however, significant
details are missing and unclear.
Non-Performance - The evaluation of the ACEs score calculated for the client in the Week 3 discussion is either nonexistent or
lacks the components described in the assignment instructions.
Distinguished - Comprehensively analyzes other mitigating factors that may provide a credible argument against a death
sentence for the client.
Proficient - Analyzes other mitigating factors that may provide a credible argument against a death sentence for the client. The
analysis is slightly underdeveloped.
Basic - Minimally analyzes other mitigating factors that may provide a credible argument against a death sentence for the client.
The analysis is slightly underdeveloped.
Below Expectations - Attempts to analyze other mitigating factors that may provide a credible argument against a death sentence
for the client; however, the analysis is significantly underdeveloped.
CRJ308.W5A1.07.2018
Summarizes the Chosen Case Total: 4.00
Evaluates the Biopsychosocial Factors that Led the Client to Co ...
Childrens StoryKnowing how to address a variety of situations in .docxTawnaDelatorrejs
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
DescriptionTotal Possible Score 7.00Compares and Contrasts.docxtheodorelove43763
Description:
Total Possible Score: 7.00
Compares and Contrasts Kennedy’s Visual Literacy Definition With the Textbook Definition
Total: 1.00
Distinguished - Thoroughly compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison shows mastery of the concepts.
Proficient - Compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison shows a very good understanding of the concepts but minor details are missing.
Basic - Partially compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison shows a limited understanding of the concepts and relevant details are missing.
Below Expectations - Minimally compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison does not clearly show understanding of the material and significant details are missing.
Non-Performance - The comparison of Kennedy’s visual literacy definition with the textbook definition is either nonexistent or lacks the components described in the assignment instructions.
Identifies the Definition That Seems to Be Most Accurate in Today’s World and Discusses and Supports the Position
Total: 1.00
Distinguished - Identifies the definition that seems to be most accurate in today’s world and thoroughly discusses and supports the position with strong, relevant examples.
Proficient - Identifies the definition that seems to be most accurate in today’s world and discusses and supports the position with relevant examples. Minor details are missing.
Basic - Identifies the definition that seems to be most accurate in today’s world and partially discusses and supports the position with general examples. Relevant details are missing.
Below Expectations - Identifies the definition that seems to be most accurate in today’s world and attempts to discuss and support the position with examples; however, significant details are missing.
Non-Performance - The definition and supporting discussion are either nonexistent or lack the components described in the assignment instructions.
Explains How Visual Literacy Can Be Considered a Universal Language
Total: 1.00
Distinguished - Comprehensively explains how visual literacy can be considered a universal language. Expertly applies concepts and vocabulary from the text and/or additional scholarly research.
Proficient - Explains how visual literacy can considered a universal language. Sufficiently applies concepts and vocabulary from the text and/or additional scholarly research. Minor details are missing.
Basic - Briefly explains how visual literacy can be considered a universal language. Partially applies concepts and vocabulary from the text and/or additional scholarly research. Relevant details are missing.
Below Expectations - Attempts to explain how visual literacy can be considered a universal language; however, concepts and vocabulary from the text and/or additional scholarly re.
MGT415.W5A1.10.2014
Description:
Total Possible Score: 34.00
Introduction
Total: 2.00
Distinguished - Fully introduces the generic organization that will be the topic
of the research, including a clear description of the industry and a
organization type.
Proficient - Introduces the generic organization that will be the topic of the
research, including a description of the industry and a organization type. The
introduction is missing a few minor components.
Basic - Briefly introduces the generic organization that will be the topic of
the research, including a vague description of the organization type. The
introduction is missing a few major components.
Below Expectations - Attempts to introduce the generic organization that will be
the topic of the research, but the introduction is too underdeveloped to be
considered complete.
Non-Performance - The introduction is either nonexistent or lacks the components
described in the assignment instructions.
Impacting a Group’s Productivity
Total: 4.00
Distinguished - Thoroughly explains how each of the four problems could impact a
group’s productivity. The explanation includes clearly relevant examples to
illustrate each of the four problems.
Proficient - Clearly explains how at least four problems could impact a group’s
productivity. The explanation includes an example to illustrate some of the
problems provided.
Basic - Briefly explains how the four problems could impact a group’s
productivity, but the explanation is not entirely developed. The explanation
includes one or two examples to illustrate the problems provided.
Below Expectations - Attempts to explain how the four problems could impact a
group’s productivity, but the explanation is substantially underdeveloped and
fails to include any examples to illustrate the problems provided.
Non-Performance - The explanation of how the four problems could impact a
group’s productivity is either nonexistent or lacks the components described in
the assignment instructions.
Recommendations
Total: 4.00
Distinguished - Develops and describes logical and appropriate recommendations
for each of the four problems provided. The recommendations are clear and
professionally articulated with industry vocabulary.
Proficient - Develops and describes recommendations for each of the four
problems provided, but the applicability of the one or more of the
recommendations may not be entirely clear.
Basic - Develops and describes recommendations for each of the four problems
provided, but it is unclear how the recommendations will resolve the problems.
More detail is needed to demonstrate applicability.
Below Expectations - Attempts to develop and describe recommendations for each
of the four problems provided, but the recommendations do not resolve the
problems and/or are not applicable to the situatio ...
AssignmentAnalysis of the Walt Disney CompanyRead the article,.docxedmondpburgess27164
Assignment
Analysis of the Walt Disney Company
Read the article, “The Walt Disney Company: A Corporate Strategy Analysis.” Evaluate the external environment (industry, market, and the general environment), and the internal situation (core competencies, brand reputation and loyalty, and customer-value proposition) of the Walt Disney company. Then, conduct a SWOT analysis detailing on the strengths, weaknesses, opportunities, and threats that may affect the organization. Finally, choose three or four areas from your SWOT analysis and explain why these areas are essential. (NOTE: This will become part of your final paper).
Your paper must include an introduction, a well-developed body, and a proper conclusion. Be sure to include a properly formatted reference page, using APA style as outlined in the Ashford Writing Center.
The paper
· Must be six to eight double-spaced pages in length (not including title and references pages) and formatted according to APA.
· Must include a separate title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must use at least three scholarly sources in addition to the course text.
· Must document all sources in APA style.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric below for the criteria that will be used to evaluate your assignment.
Grading Rubric
Total Possible Score: 7.00
Evaluates the External Environment and the Internal Situation of the Walt Disney Company
Total: 2.00
Distinguished - Thoroughly evaluates the external environment and the internal situation of the Walt Disney Company. The evaluation is fully supported with reference to the article and other scholarly sources.
Proficient - Evaluates the external environment and the internal situation of the Walt Disney Company. The evaluation is supported with reference to the article and other scholarly sources, but it is slightly underdeveloped.
Basic - Partially evaluates the external environment and the internal situation of the Walt Disney Company. The evaluation is minimally supported with reference to the article and other scholarly sources. The evaluation is underdeveloped.
Below Expectations - Attempts to evaluate the external environment and the internal situation of the Walt Disney Company; however, the evaluation is not supported with reference to the article and other scholarly sources and/or is significantly underdeveloped.
Non-Performance - The evaluation of the external environment and the internal situation of the Walt Disney Company is either nonexistent or lacks the components described in the assignment instructions.
Conducts a SWOT Analysis Detailing the Strengths, Weaknesses, Opportunities, and Threats That May Affect the Organization
Total: 1.00
Distinguished - Conducts a comprehensive SWOT analysis detailing the strengths, weaknesses, opportunit.
Total Possible Score 10.00Justifies the Alignment of Lesson Pla.docxturveycharlyn
Total Possible Score: 10.00
Justifies the Alignment of Lesson Plan Learning Objectives, the Learning Activities, and Assessments; Justifies the Construction of the Unit as Building Knowledge From Students’ Prior Knowledge or Classroom Experience
Total: 2.50
Distinguished - Clearly justifies the alignment of lesson plan learning objectives, learning activities, and assessments; thoroughly justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples.
Proficient - Justifies the alignment of lesson plan learning objectives, learning activities, and assessments; justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples. Minor details are missing.
Basic - Minimally justifies the alignment of lesson plan learning objectives, learning activities, and assessments; partially justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are somewhat supported with appropriate examples and/or relevant details are missing.
Below Expectations - Attempts to justify the alignment of lesson plan learning objectives, learning activities, and assessments and to justify the construction of the unit as building knowledge from the prior knowledge or classroom experience; however, the justifications are not supported, and appropriate examples and significant details are missing.
Non-Performance - The justification of the alignment of lesson plan learning objectives, learning activities, and assessments and the justification of the unit as building knowledge from the prior knowledge or classroom experience are either nonexistent or lack the components described in the assignment instructions.
Explains How the Work in the Lesson Plan Helps Students to Understand How Experts Use Important Content to Address Problems, How the Content Makes a Difference in the World, and Supports Them in Becoming Thinkers and Problem Solvers, Often Drawing on Methods and Practices of Experts
Total: 2.50
Distinguished - Thoroughly explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples.
Proficient - Explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples, but minor details are missing.
Basic - ...
SOC402.W5A1.07.2015
Description:
Total Possible Score: 25.00
Discusses the Chosen Issue from Both the Workplace and Societal Viewpoints,
Including the Positive and Negative Aspects of the Issue in Relation to the
Workplace, Society, and Workers, Especially the Unique Worker Groups who May be
Most Affected
Total: 6.00
Distinguished - Comprehensively discusses the chosen issue from both the
workplace and societal viewpoints, including the positive and negative aspects
of the issue in relation to the workplace, society, and workers, especially the
unique worker groups who may be most affected.
Proficient - Discusses the chosen issue from both the workplace and societal
viewpoints, including the positive and negative aspects of the issue in relation
to the workplace, society, and workers, especially the unique worker groups who
may be most affected. The discussion is slightly underdeveloped.
Basic - Minimally discusses the chosen issue from both the workplace and
societal viewpoints, including the positive and negative aspects of the issue in
relation to the workplace, society, and workers, especially the unique worker
groups who may be most affected. The discussion is underdeveloped.
Below Expectations - Attempts to discuss the chosen issue from both the
workplace and societal viewpoints, including the positive and negative aspects
of the issue in relation to the workplace, society, and workers, especially the
unique worker groups who may be most affected; however the discussion is
significantly underdeveloped.
Non-Performance - The discussion of the chosen issue from both the workplace and
societal viewpoints, including the positive and negative aspects of the issue in
relation to the workplace, society, and workers, especially the unique worker
groups who may be most affected is either nonexistent or lacks the components
described in the assignment instructions.
Analyzes how the Chosen Issue could be Positively Supported using Various Social
Controls
Total: 7.00
Distinguished - Comprehensively analyzes how the chosen issue could be
positively supported using various social controls.
Proficient - Analyzes how the chosen issue could be positively supported using
various social controls. The analysis is slightly underdeveloped.
Basic - Minimally analyzes how the chosen issue could be positively supported
using various social controls. The analysis is underdeveloped.
Below Expectations - Attempts to analyze how the chosen issue could be
positively supported using various social controls; however, the analysis is
significantly underdeveloped.
Non-Performance - The analysis of how the chosen issue could be positively
supported using various social controls are either nonexistent or lacks the
components described in the assignment instructions.
Recommends Interventions in these Areas as well as the P ...
MGT330.W3A1.03.2015DescriptionTotal Possible Score 15.00.docxARIV4
MGT330.W3A1.03.2015
Description:
Total Possible Score: 15.00
Organization: Introduction, Thesis Statement, and Conclusion
Total: 2.00
Distinguished - The paper is well organized with the introduction that provides sufficient background on the topic, thesis statement, and the conclusion that is logical, smoothly flows from the body of the paper.
Proficient - The paper is organized with the introduction that provides background on the topic, thesis statement, and the conclusion that is logical but not quite smooth.
Basic - The paper is organized with the introduction and the conclusion, but the introduction and/or the conclusion require improvement.
Below Expectations - The paper is loosely organized with the introduction and the conclusion, and the introduction and/or the conclusion require much improvement.
Non-Performance - The introduction and the conclusion are either nonexistent or lack the components described in the assignment instructions.
Explains the Chosen Job Design
Total: 2.00
Distinguished - Provides a comprehensive and expertly crafted explanation of the chosen job design that identifies the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification.
Proficient - Provides a complete job design. The work identifies the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is slightly underdeveloped.
Basic - Provides a limited job design. The work identifies some of the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is underdeveloped.
Below Expectations - Provides a poorly developed job design. The work includes a few if any of the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is significantly underdeveloped.
Non-Performance - The explanation of the chosen job design is either nonexistent or lacks the components described in the assignment instructions.
Explains the Chosen Organizational Design
Total: 2.00
Distinguished - Provides a comprehensive explanation of the chosen organizational design. Effectively applies course concepts to this explanation.
Proficient - Provides an explanation of the chosen organizational design. Applies course concepts, but the organizational design is slightly underdeveloped.
Basic - Provides limited explanation of the chosen organizational design. Somewhat applies course concepts. The organizational design is underdeveloped.
Below Expectations - Provides a minimal explanation of the chosen organizational design. Does not apply course concepts. The organizational design is significantly underdeveloped.
Non-Performance - The explanation of the chosen organizational design is either nonexistent or lacks the components described in the assignment instructions.
Explains the Rec ...
MGT380.W5A1.08.2014
Description:
Total Possible Score: 30.00
Applies and Explains One Leadership Theory
Total: 3.50
Distinguished - Expertly applies one of the leadership theories by fully
explaining how the theory works and includes at least one detailed, relevant
example. Demonstrates a thorough understanding of the theory.
Proficient - Accurately applies one of the leadership theories by providing a
sufficient explanation of how the theory works and includes a relevant example.
Demonstrates a sufficient understanding of the theory.
Basic - Applies one of the leadership theories by providing a rudimentary
explanation of how the theory works and includes an example that may not be
completely relevant. Demonstrates a rudimentary understanding of the theory.
Below Expectations - Attempts to explain one of the leadership theories.
Explanation may be lacking in substance, contain a completely irrelevant
example, or contain no example at all. Demonstrates a lack of understanding of
the theory.
Non-Performance - The paper is either nonexistent or fails to apply one of the
leadership theories, explain how the theory works and provide an example.
Power and Influence of Leader
Total: 4.50
Distinguished - Provides a fully developed and expertly crafted analysis of the
power and influence the leader has on followers. Includes the reaction from
followers and the possibility of alternatives. Expertly applies the concepts of
leadership from the text.
Proficient - Provides a sufficiently developed analysis of the power and
influence the leader has on followers. Includes the reaction from followers and
the possibility of alternatives. Sufficiently applies the concepts of leadership
from the text.
Basic - Provides an analysis of the power and influence the leader has on
followers. Analysis includes the reaction from followers and the possibility of
alternatives, but is not fully developed. Shows a rudimentary application of the
concepts of leadership from the text.
Below Expectations - Attempts to provide an analysis of the power and influence
the leader has on followers. Analysis is underdeveloped, does not include the
reaction of followers, and/or the possibility of alternatives. Shows little
application of the concepts of leadership from the text.
Non-Performance - The paper is either nonexistent or fails to provide an
analysis of the power and influence the leader has on followers.
Evaluate Transformational and Transactional Leadership
Total: 4.50
Distinguished - Thoroughly evaluates the role and effectiveness of transactional
and transformational leadership, providing detailed and specific examples.
Answer displays an expert understanding of both transactional and
transformational leadership.
Proficient - Evaluates the role and effectiveness of transactional and
transformational leade ...
Total Possible Score 7.00Explains how to Differentiate the Co.docxturveycharlyn
Total Possible Score: 7.00
Explains how to Differentiate the Content, Process, and Product Based on Student Readiness for Mary
Total: 1.80
Distinguished - Comprehensively explains how to differentiate the given lesson plan for content, process, and product based on student readiness for Mary. The differentiation is clearly appropriate for the student’s readiness.
Proficient - Explains how to differentiate the given lesson plan for content, process, and product based on student readiness for Mary. The differentiation is mostly appropriate for the student’s readiness.
Basic - Minimally explains how to differentiate the given lesson plan for content, process, and product based on student readiness for Mary. The differentiation is somewhat appropriate for the student’s readiness.
Below Expectations - Attempts to explain how to differentiate the given lesson plan for content, process, and product based on student readiness for Mary; however, the differentiation is not appropriate for the student’s readiness.
Non-Performance - The explanation of differentiating content, process, and product based on student readiness for Mary is either nonexistent or lacks the components described in the assignment instructions.
Explains how to Differentiate the Content, Process, and Product Based on Student Interest for Davion
Total: 1.80
Distinguished - Comprehensively explains how to differentiate the given lesson plan for content, process, and product based on student interest for Davion. The differentiation is clearly appropriate for the student’s interest.
Proficient - Explains how to differentiate the given lesson plan for content, process, and product based on student interest for Davion. The differentiation is mostly appropriate for the student’s interest.
Basic - Minimally explains how to differentiate the given lesson plan for content, process, and product based on student interest for Davion. The differentiation is somewhat appropriate for the student’s interest.
Below Expectations - Attempts to explain how to differentiate the given lesson plan for content, process, and product based on student interest for Davion however, the differentiation is not appropriate for the student’s interest.
Non-Performance - The explanation of differentiating content, process, and product based on student interest for Davion is either nonexistent or lacks the components described in the assignment instructions.
Explains Rationale For Methods Used in Differentiating Content, Process, and Product For Mary and Davion
Total: 2.00
Distinguished - Comprehensively explains the rationale for methods used in differentiating content, process, and product for Mary and Davion.
Proficient - Explains the rationale for methods used in differentiating content, process, and product for Mary and Davion. The rationale is slightly underdeveloped.
Basic - Partially explains the rationale for methods used in differentiating content, process, and product for Mary and Davion. The rationale ...
COM425.W5A1.05.2015
Description:
Total Possible Score: 25.00
Develops an Introduction and Thesis Statement
Total: 2.00
Distinguished - Develops a comprehensive introduction, and includes a thesis
statement giving a clear direction and purpose of the paper.
Proficient - Develops an introduction, and includes a thesis statement giving
some direction and purpose of the paper.
Basic - Develops a limited introduction and includes a thesis statement that
somewhat gives direction and purpose of the paper.
Below Expectations - Develops an introduction and thesis statement; however, the
direction and purpose of the paper is unclear.
Non-Performance - The development of an introduction and thesis statement is
either nonexistent or lacks the components described in the assignment
instructions.
Identifies Five Concepts That Are Important For Successful Communication Within
an Organizational Setting
Total: 3.00
Distinguished - Clearly identifies five concepts that are important for
successful communication within an organizational setting.
Proficient - Identifies four concepts that are important for successful
communication within an organizational setting. Minor details are slightly
unclear.
Basic - Identifies three concepts that are important for successful
communication within an organizational setting. Relevant details are unclear.
Below Expectations - Identifies two or fewer concepts that are important for
successful communication within an organizational setting. Significant details
are unclear.
Non-Performance - The identification of five concepts that are important for
successful communication within an organizational setting is either nonexistent
or lacks the components described in the assignment instructions.
Discusses Why Each Concept Identified Is Necessary For Successful Communication
Total: 5.00
Distinguished - Clearly and comprehensively discusses why each concept
identified is necessary for successful communication. The discussion is fully
supported with scholarly sources.
Proficient - Clearly discusses why each concept identified is necessary for
successful communication. The discussion is supported with scholarly sources but
minor details are missing.
Basic - Partially discusses why each concept identified is necessary for
successful communication. The discussion is somewhat supported with scholarly
sources and relevant details are missing.
Below Expectations - Attempts to discuss why each concept identified is
necessary for successful communication; however, the discussion is not supported
with scholarly sources and significant details are missing.
Non-Performance - The discussion of why each concept identified is necessary for
successful communication is either nonexistent or lacks the components described
in the assignment instructions.
Explains How Best ...
Description Grading Rubric for assignmentTotal Possible Score.docxtheodorelove43763
Description: Grading Rubric for assignment
Total Possible Score: 8.00
Lesson Description
Total: 1.00
Distinguished - Includes the title of the model lesson, the subject, and grade levels, and a thorough one-paragraph introduction of the lesson.
Proficient - Includes the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson. The lesson description is slightly underdeveloped.
Basic - Includes the title of the model lesson, the subject, and grade levels, and a limited one-paragraph introduction of the lesson. The lesson description is underdeveloped.
Below Expectations - Attempts to include the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson; however, the lesson description is significantly underdeveloped.
Non-Performance - The inclusion of the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson is either nonexistent or lacks the components described in the instructions.
Principle 1
Total: 1.00
Distinguished - Comprehensively describes ways that multiple means of representation are included in the model lesson.
Proficient - Describes ways that multiple means of representation are included in the model lesson. The description is slightly underdeveloped.
Basic - Partially describes ways that multiple means of representation are included in the model lesson. The description is underdeveloped.
Below Expectations - Attempts to describe ways that multiple means of representation are included in the model lesson; however, the description is significantly underdeveloped.
Non-Performance - The description of ways that multiple means of representation are included in the model lesson is either nonexistent or lacks the components described in the instructions.
Principle 2
Total: 1.00
Distinguished - Comprehensively describes ways that multiple means of action and expression are included in the model lesson.
Proficient - Describe ways that multiple means of action and expression are included in the model lesson. The description is slightly underdeveloped.
Basic - Describe ways that multiple means of action and expression are included in the model lesson. The description is slightly underdeveloped.
Below Expectations - Describe ways that multiple means of action and expression are included in the model lesson. The description is slightly underdeveloped.
Non-Performance - The description of ways that multiple means of action and expression are included in the model lesson is either nonexistent or lacks the components described in the instructions.
Principle 3
Total: 1.00
Distinguished - Comprehensively describes ways that multiple means of engagement are included in the model lesson.
Proficient - Describes ways that multiple means of engagement are included in the model lesson. The description is slightly underdeveloped.
Basic - Partially describes ways that multiple means of engagement are i.
Each week’s assignment in this class will lead up to the Research .docxhasselldelisa
Each week’s assignment in this class will lead up to the Research Project in Week Six. Before you work on Week One’s assignment, preview the Research Project in Week Six so you understand the final outcome of this project. Also read this week’s lecture. If you are having a difficult time choosing your topic, please contact your instructor for assistance before the assignment is due.
In a one-to two-page paper (not including the title and reference pages), provide
Background information about your Research Project (i.e., why have you decided to do this research?).
The management dilemma. (i.e., what is the problem you are trying to solve with this research?)
The research question and a hypothesis.
A brief summary of previously conducted scholarly research on similar topics that you can find through the Ashford University Library.
Your paper must be formatted according to APA style
Provides Background Information About the Research Project
Total: 2.00
Distinguished - Provides comprehensive background information about the Research Project.
Proficient - Provides background information about the Research Project. Minor details are missing.
Basic - Provides limited background information about the Research Project. Relevant details are missing.
Below Expectations - Attempts to provide background information about the Research Project; however, significant details are missing.
Non-Performance - The background information provided about the Research Project is either nonexistent or lacks the components described in the assignment instructions.
Describes the Management Dilemma
Total: 2.00
Distinguished - Thoroughly describes the management dilemma.
Proficient - Describes the management dilemma. The description is slightly underdeveloped.
Basic - Somewhat describes the management dilemma. The description is underdeveloped.
Below Expectations - Attempts to describes the management dilemma; however, the description is significantly underdeveloped.
Non-Performance - The description of the management dilemma is either nonexistent or lacks the components described in the assignment instructions.
Develops a Research Question and Hypothesis
Total: 2.00
Distinguished - Develops an accurate and detailed research question and hypothesis.
Proficient - Develops an accurate research question and hypothesis. The research question or hypothesis is slightly underdeveloped.
Basic - Partially develops a research question and hypothesis. The research question and hypothesis is inaccurate and/or underdeveloped.
Below Expectations - Attempts to develop a research question and hypothesis; however, the research question and hypothesis are inaccurate and/or significantly underdeveloped.
Non-Performance - The research question and hypothesis developed are either nonexistent or lack the components described in the assignment instructions.
Provides a Summary of Previously Conducted Scholarly Research on Similar Topics
Total: 1.00
Distinguished - Provides a detailed .
Operating BudgetReview the information from your text and at lea.docxjohnbbruce72945
Operating Budget
Review the information from your text and at least one scholarly source on capital investment plans.
In a one- to two-page paper, which will be included in your Final Project, explain why your manager or the board would or would not accept a proposal for the capital investment. List at least three arguments that could be used for or against the proposal. In other words, what will the intended audience be looking for when reviewing the proposal?
GRADING RUBRIC
Description
:
Total Possible Score
: 8.00
Explains Why the Manager or the Board Would or Would Not Accept the Proposal for the Capital Investment
Total: 3.00
Distinguished – Comprehensively explains why the manager or the board would or would not accept the proposal for the capital investment.
Proficient - Explains why the manager or the board would or would not accept the proposal for the capital investment. The explanation may be slightly unbalanced or minor details are missing.
Basic – Partially explains why the manager or the board would or would not accept the proposal for the capital investment. The explanation is unbalanced and/or relevant details are missing.
Below Expectations - Attempts to explain why the manager or the board would or would not accept the proposal for the capital investment; however, the explanation is very unbalanced and significant details are missing.
Non-Performance - The explanation of why the manager or the board would or would not accept the proposal for the capital investment is either nonexistent or lacks the components described in the assignment instructions.
Lists at Least Three Arguments That Could Be Used for or Against the Proposal
Total: 3.50
Distinguished – Lists and comprehensively describes at least three valid arguments that could be used for or against the proposal. Fully addresses what the intended audience will be looking for when reviewing the proposal.
Proficient - Lists and describes least three mostly valid arguments that could be used for or against the proposal. Addresses what the intended audience will be looking for when reviewing the proposal. Minor details are missing.
Basic - Lists and partially describes three somewhat valid arguments that could be used for or against the proposal. Minimally addresses what the intended audience will be looking for when reviewing the proposal. Relevant details are missing.
Below Expectations – Lists and attempts to describe valid arguments that could be used for or against the proposal; however, fewer than three valid arguments are described and significant details are missing.
.
Non-Performance – The description of the arguments that could be used for or against the proposal are either nonexistent or lack the components described in the assignment instructions.
Critical Thinking: Explanation of Issues
Total: 0.50
Distinguished - Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information necessary for full understanding.
Communications Skill AssessmentMost of us have situations in whi.docxbrownliecarmella
Communications Skill Assessment
Most of us have situations in which we find it difficult to communicate. Improving your written communication skills and being comfortable speaking to people are extremely important. Develop a two- to three-page APA-formatted paper in which you analyze your personal communication skills. Be sure to address the following:
Describe the assessment you used to analyze your skills.
Discuss your communication gaps.
Describe any additional training you need in specific areas of communication.
Analyze how you can improve your current communication skills to prepare you for advancement in your profession.
Your paper must be two to three pages (not including title and reference pages) and must be formatted according to APA style as outlined in the approved APA style guide. You must cite three to four scholarly sources in addition to the textbook
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 8.00
Describes the Assessment
Total: 1.50
Distinguished - Comprehensively describes the assessment used to analyze personal communication skills.
Proficient - Describes the assessment used to analyze personal communication skills. The description is slightly underdeveloped.
Basic - Partially describes the assessment used to analyze personal communication skills. The description is underdeveloped.
Below Expectations - Attempts to describe the assessment used to analyze personal communication skills; however, the description is significantly underdeveloped.
Non-Performance - The description of the assessment used is either nonexistent or lacks the components described in the assignment instructions.
Discusses Communication Gaps
Total: 1.50
Distinguished - Thoroughly discusses personal communication gaps.
Proficient - Discusses personal communication gaps. Minor details are missing.
Basic - Briefly discusses personal communication gaps. Relevant details are missing.
Below Expectations - Attempts to discuss personal communication gaps; however, significant details are missing.
Non-Performance - The discussion of communication gaps is either nonexistent or lacks the components described in the assignment instructions.
Describes Additional Training Needed in Specific Areas of Communication
Total: 1.50
Distinguished - Fully describes additional training needed in specific areas of communication.
Proficient - Describes additional training needed in specific areas of communication. The description is slightly underdeveloped.
Basic - Partially describes additional training needed in specific areas of communication. The description is underdeveloped.
Below Expectations - Attempts to describe additional training needed in specific areas of communication; however, the description is significantly underdeveloped.
Non-Performance - The description of additional training needed in specific areas of communication is either nonexistent or lacks the comp ...
6/7/2015 https://ashford.waypointoutcomes.com/assessment/7697/preview
https://ashford.waypointoutcomes.com/assessment/7697/preview 1/3
Description:
Total Possible Score: 15.00
Distinguished Clearly identifies a specific federal policy or program. Key elements of the policy are exceptionally summarized,
including the problem it is supposed to solve or improve. The identified policy clearly raises issues of federalism.
Proficient Identifies a specific federal policy and summarizes elements of the policy, including the problem it is supposed to solve
or improve. The identified policy raises issues of federalism.
Basic Identifies a federal policy or program but only summarizes some elements of the policy. The policy is at least somewhat
related to issues of federalism.
Below Expectations Generally identifies a federal policy or program, but may not summarize its elements. The policy may not be
related to issues of federalism.
NonPerformance The identification of a specific federal policy or program and summary of the elements of the policy are either
nonexistent or lack the components described in the assignment instructions.
Distinguished Thoroughly and accurately summarizes the history of the policy and clearly explains how the policy raises issues of
federalism.
Proficient Accurately summarizes the history of the policy and explains how the policy raises issues of federalism, but minor
details are missing.
Basic Summarizes the history of the policy, but the summary is vague regarding how the policy raises issues of federalism and
some relevant details are missing or inaccurate.
Below Expectations Attempts to summarize the history of the policy, but many relevant details are missing or inaccurate. The
summary does not explain how the policy raises issues of federalism.
NonPerformance The summary of the history of the policy is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished Thoroughly analyzes the main pros and cons in debates about the policy. Multiple issues are addressed and
analyzed using clear examples from scholarly sources.
Proficient Analyzes several of the main pros and cons in debates about the policy. However, additional examples of specific pros
and cons are needed to support the analysis.
Basic Briefly analyzes the debates regarding the policy, but the analysis of the main pros and cons in the debates is vague and/or
lacks supporting examples.
Below Expectations Attempts to analyze the debates regarding the policy; however, the analysis provides little independent
thought. References to specific pros and cons in the debates are either unclear or missing.
NonPerformance The analysis of the main pros and cons in debates about the policy is either nonexistent or lacks the
components described in the assignment instructions.
Distinguished Comprehensively evaluates the pros and cons in terms of the policy’s effectiveness. Precisely de.
BUS402.W5A1.05.2015DescriptionTotal Possible Score 40.00.docxhumphrieskalyn
BUS402.W5A1.05.2015
Description:
Total Possible Score: 40.00
Describes the Organization’s History and Its 4 Ps (Product, Price, Place, and Promotion)
Total: 4.00
Distinguished - Thoroughly describes the organization and its 4 Ps (Product, Price, Place, Promotion).
Proficient - Describes the organization and its 4 Ps (Product, Price, Place, Promotion). Minor details are missing.
Basic - Partially describes the organization and its 4 Ps (Product, Price, Place, Promotion). Relevant details are missing.
Below Expectations - Attempts to describe the organization and its 4 Ps (Product, Price, Place, Promotion); however, significant details are missing.
Non-Performance - The description of the organization and its 4 Ps is either nonexistent or lacks the components described in the assignment instructions.
Explains the Current Situation of the Organization In the Market (Industry, Market, and General Environment Analysis)
Total: 5.00
Distinguished - Comprehensively explains the current situation of the organization in the market (industry, market, and general environment analysis).
Proficient - Explains the current situation of the organization in the market (industry, market, and general environment analysis). The explanation is slightly underdeveloped.
Basic - Partially explains the current situation of the organization in the market (industry, market, and general environment analysis). The explanation is underdeveloped.
Below Expectations - Attempts to explain the current situation of the organization in the market (industry, market, and general environment analysis); however, the explanation is significantly underdeveloped.
Non-Performance - The explanation of the current situation of the organization in the market is either nonexistent or lacks the components described in the assignment instructions.
Assesses the Financial Performance and Condition of the Organization
Total: 4.00
Distinguished - Comprehensively assesses the financial performance and condition of the organization. The assessment is fully supported by relevant scholarly sources.
Proficient - Assesses the financial performance and condition of the organization. The assessment is supported with scholarly sources, but is slightly underdeveloped.
Basic - Partially assesses the financial performance and condition of the organization. The assessment is minimally supported with scholarly sources and/or underdeveloped.
Below Expectations - Attempts to assess the financial performance and condition of the organization; however, the assessment is not supported with scholarly sources and/or is significantly underdeveloped.
Non-Performance - The assessment of the financial performance and condition of the organization is either nonexistent or lacks the components described in the assignment instructions.
Conduct a SWOT Analysis to Determine Areas That Offer Opportunities for Change
Total: 5.00
Distinguished - Conducts a comprehensive SWOT analysis to determine areas that offer opportunit ...
PRTH 172
Applying Biblical Principles Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Understanding of verse when written
/15
14-15
Demonstrates excellent work in showing what the verses meant when written
11-13
Demonstrates average work in showing what the verses meant when written
1-10
Demonstrates basic work; does not clearly show what the verses meant when written
0
Not Present
Verses Then and Now
/15
14-15
Shows excellence in showing the difference between then and now
11-13
Shows average understanding of the difference between then and now.
1-10
Shows basic understanding of the difference between then and now
0
Not Present
Abiding Theological Principle
/15
14-15
Shows excellence describing the abiding theological principle.
11-13
Shows average skill finding the abiding theological principle.
1-10
Shows basic skill determining the abiding theological principle.
0
Not Present
Common Use/Application
/25
23-25
Demonstrates excellence in summarizing misuse of the verse and applying the verse
18-22
Demonstrates average application summarizing misuse of the verse and applying the verse
1-17
Demonstrates only a basic understanding of the misuse of the verse and applying the verse
0
Not Present
Structure 30%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Thread Specific Requirements
/30
27-30
Submission is complete and is free of spelling errors, punctuation errors, or grammatical errors.
21-26
Submission is basically complete and contains minimal spelling errors, punctuation errors, or grammatical errors.
1-20
Submission is lacking and contains multiple spelling errors, punctuation errors, or grammatical errors.
0
Not Present
Unit 2 Assignment AGrading RubricPoints Possible:55No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints012345Identify…Student work demonstrates no understanding or progress towards achievement of this outcome.Student identified only two principles of sustainability is included in the long-term recovery process.Student identified only three principles of sustainability is included in the long-term recovery process.Student identified only four principles of sustainability is included in the long-term recovery process.Student identified only five principles of sustainability is included in the long-term recovery process.Student identified how each of the six principles of sustainability is included in the long-term recovery process.515%8.25Research…Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor.Student used one credible resource beyond the text material.Student used at least two credible sources beyond the text.
Most patients with mental health disorders are not aggressive. H.docxhelzerpatrina
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
.
MotivationExplain your motivation for applying to this prog.docxhelzerpatrina
Motivation:
Explain your motivation for applying to this program. How does the content of this study abroad program relate to your future academic and professional goals?
Goals(REQUIRED)
List and explain three concrete goals related to living and studying abroad that you will set for yourself to get the most out of this opportunity.
.
Most public policy is made from within government agencies. Select a.docxhelzerpatrina
Most public policy is made from within government agencies. Select an agency to review for this assignment:
1) Go to
https://www.usa.gov
to begin your search.
2) Next, click on the menu tab labelled “Government Agencies and Elected Officials.”
3) Then, click on “A-Z Index of U.S. Government Agencies.”
4) Select one of the large federal agencies, and review one of its major policies, laws, or regulations.
What is the primary mission of the agency? Select a problem that the agency is attempting to solve. Research the major policy process as it has evolved and identify its major stakeholders. Identify what major factors have contributed to policy ineffectiveness. Is the bureaucracy now too large to provide adequate oversight and future development? Be sure to integrate lessons learned and policy concepts discussed throughout the class. Examples may include security at airports, immigration, education (No Child Left Behind), welfare support, Social Security, health care, etc. Identify government subsidies, tools, and regulations the agency uses to meet its policy goals. Pinpoint supporting agencies, groups, or businesses that would be most interested in these policies, and describe the potential conflicts of interest.
Your APA style paper should be three pages in length, not counting the title and reference pages. Provide at least three peer-reviewed or professional references. Be sure your paper is double-spaced and uses 12-point font and one-inch margins. Use your own words, and include citations and references as needed to avoid plagiarism. All sources used must be referenced; paraphrased and quoted material must have accompanying citations and be cited per APA guidelines.
.
Mr. Smith brings his 4-year-old son to your primary care office. He .docxhelzerpatrina
Mr. Smith brings his 4-year-old son to your primary care office. He states the boy has been ill for three days. Mr. Smith indicates that he would like antibiotics so he can send his son back to pre-school the next day.
History - Child began with sneezing, mild cough, and low grade fever of 100 degrees three days ago. All immunizations UTD. Father reports that the child has had only two incidents of URI and no other illnesses.
Social - non-smoking household. Child attends preschool four mornings a week and is insured through his father’s employment. No other siblings in the household.
PE/ROS -T 99, R 20, P 100. Alert, cooperative, in good spirits, well-hydrated. Mildly erythemic throat, no exudate, tonsils +2. Both ears mild pink tympanic membrane with good movement. Lungs clear bilaterally. All other systems WNL.
Do not consider COVID-19 for this patient diagnosis.
.
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Description Total Possible Score 30.00Distinguished LinaCovington707
Description:
Total Possible Score: 30.00
Distinguished - Comprehensively, clearly, and accurately summarizes the chosen case.
Proficient - Summarizes the chosen case. Minor details are missing, slightly unclear, or inaccurate.
Basic - Minimally summarizes the chosen case. Relevant details are missing, unclear, and/or inaccurate.
Below Expectations - Attempts to summarize the chosen case; however, significant details are missing, unclear, and inaccurate.
Non-Performance - The summary of the chosen case is either nonexistent or lacks the components described in the assignment
instructions.
Distinguished - Comprehensively and clearly evaluates the biopsychosocial factors that led the client to commit his or her
crime(s).
Proficient - Evaluates the biopsychosocial factors that led the client to commit his or her crime(s). Minor details are missing or
slightly unclear.
Basic - Minimally evaluates the biopsychosocial factors that led the client to commit his or her crime(s). Relevant details are
missing and/or unclear.
Below Expectations - Attempts to evaluate the biopsychosocial factors that led the client to commit his or her crime(s); however,
significant details are missing and unclear.
Non-Performance - The evaluation of the biopsychosocial factors that led the client to commit his or her crime(s)is either
nonexistent or lacks the components described in the assignment instructions.
Distinguished - Comprehensively and clearly evaluates the ACEs score calculated for the client in the Week 3 discussion.
Proficient - Evaluates the ACEs score calculated for the client in the Week 3 discussion. Minor details are missing or slightly
unclear.
Basic - Minimally evaluates the ACEs score calculated for the client in the Week 3 discussion. Relevant details are missing
and/or unclear.
Below Expectations - Attempts to evaluate the ACEs score calculated for the client in the Week 3 discussion; however, significant
details are missing and unclear.
Non-Performance - The evaluation of the ACEs score calculated for the client in the Week 3 discussion is either nonexistent or
lacks the components described in the assignment instructions.
Distinguished - Comprehensively analyzes other mitigating factors that may provide a credible argument against a death
sentence for the client.
Proficient - Analyzes other mitigating factors that may provide a credible argument against a death sentence for the client. The
analysis is slightly underdeveloped.
Basic - Minimally analyzes other mitigating factors that may provide a credible argument against a death sentence for the client.
The analysis is slightly underdeveloped.
Below Expectations - Attempts to analyze other mitigating factors that may provide a credible argument against a death sentence
for the client; however, the analysis is significantly underdeveloped.
CRJ308.W5A1.07.2018
Summarizes the Chosen Case Total: 4.00
Evaluates the Biopsychosocial Factors that Led the Client to Co ...
Childrens StoryKnowing how to address a variety of situations in .docxTawnaDelatorrejs
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
DescriptionTotal Possible Score 7.00Compares and Contrasts.docxtheodorelove43763
Description:
Total Possible Score: 7.00
Compares and Contrasts Kennedy’s Visual Literacy Definition With the Textbook Definition
Total: 1.00
Distinguished - Thoroughly compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison shows mastery of the concepts.
Proficient - Compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison shows a very good understanding of the concepts but minor details are missing.
Basic - Partially compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison shows a limited understanding of the concepts and relevant details are missing.
Below Expectations - Minimally compares and contrasts Kennedy’s visual literacy definition with the textbook definition. The comparison does not clearly show understanding of the material and significant details are missing.
Non-Performance - The comparison of Kennedy’s visual literacy definition with the textbook definition is either nonexistent or lacks the components described in the assignment instructions.
Identifies the Definition That Seems to Be Most Accurate in Today’s World and Discusses and Supports the Position
Total: 1.00
Distinguished - Identifies the definition that seems to be most accurate in today’s world and thoroughly discusses and supports the position with strong, relevant examples.
Proficient - Identifies the definition that seems to be most accurate in today’s world and discusses and supports the position with relevant examples. Minor details are missing.
Basic - Identifies the definition that seems to be most accurate in today’s world and partially discusses and supports the position with general examples. Relevant details are missing.
Below Expectations - Identifies the definition that seems to be most accurate in today’s world and attempts to discuss and support the position with examples; however, significant details are missing.
Non-Performance - The definition and supporting discussion are either nonexistent or lack the components described in the assignment instructions.
Explains How Visual Literacy Can Be Considered a Universal Language
Total: 1.00
Distinguished - Comprehensively explains how visual literacy can be considered a universal language. Expertly applies concepts and vocabulary from the text and/or additional scholarly research.
Proficient - Explains how visual literacy can considered a universal language. Sufficiently applies concepts and vocabulary from the text and/or additional scholarly research. Minor details are missing.
Basic - Briefly explains how visual literacy can be considered a universal language. Partially applies concepts and vocabulary from the text and/or additional scholarly research. Relevant details are missing.
Below Expectations - Attempts to explain how visual literacy can be considered a universal language; however, concepts and vocabulary from the text and/or additional scholarly re.
MGT415.W5A1.10.2014
Description:
Total Possible Score: 34.00
Introduction
Total: 2.00
Distinguished - Fully introduces the generic organization that will be the topic
of the research, including a clear description of the industry and a
organization type.
Proficient - Introduces the generic organization that will be the topic of the
research, including a description of the industry and a organization type. The
introduction is missing a few minor components.
Basic - Briefly introduces the generic organization that will be the topic of
the research, including a vague description of the organization type. The
introduction is missing a few major components.
Below Expectations - Attempts to introduce the generic organization that will be
the topic of the research, but the introduction is too underdeveloped to be
considered complete.
Non-Performance - The introduction is either nonexistent or lacks the components
described in the assignment instructions.
Impacting a Group’s Productivity
Total: 4.00
Distinguished - Thoroughly explains how each of the four problems could impact a
group’s productivity. The explanation includes clearly relevant examples to
illustrate each of the four problems.
Proficient - Clearly explains how at least four problems could impact a group’s
productivity. The explanation includes an example to illustrate some of the
problems provided.
Basic - Briefly explains how the four problems could impact a group’s
productivity, but the explanation is not entirely developed. The explanation
includes one or two examples to illustrate the problems provided.
Below Expectations - Attempts to explain how the four problems could impact a
group’s productivity, but the explanation is substantially underdeveloped and
fails to include any examples to illustrate the problems provided.
Non-Performance - The explanation of how the four problems could impact a
group’s productivity is either nonexistent or lacks the components described in
the assignment instructions.
Recommendations
Total: 4.00
Distinguished - Develops and describes logical and appropriate recommendations
for each of the four problems provided. The recommendations are clear and
professionally articulated with industry vocabulary.
Proficient - Develops and describes recommendations for each of the four
problems provided, but the applicability of the one or more of the
recommendations may not be entirely clear.
Basic - Develops and describes recommendations for each of the four problems
provided, but it is unclear how the recommendations will resolve the problems.
More detail is needed to demonstrate applicability.
Below Expectations - Attempts to develop and describe recommendations for each
of the four problems provided, but the recommendations do not resolve the
problems and/or are not applicable to the situatio ...
AssignmentAnalysis of the Walt Disney CompanyRead the article,.docxedmondpburgess27164
Assignment
Analysis of the Walt Disney Company
Read the article, “The Walt Disney Company: A Corporate Strategy Analysis.” Evaluate the external environment (industry, market, and the general environment), and the internal situation (core competencies, brand reputation and loyalty, and customer-value proposition) of the Walt Disney company. Then, conduct a SWOT analysis detailing on the strengths, weaknesses, opportunities, and threats that may affect the organization. Finally, choose three or four areas from your SWOT analysis and explain why these areas are essential. (NOTE: This will become part of your final paper).
Your paper must include an introduction, a well-developed body, and a proper conclusion. Be sure to include a properly formatted reference page, using APA style as outlined in the Ashford Writing Center.
The paper
· Must be six to eight double-spaced pages in length (not including title and references pages) and formatted according to APA.
· Must include a separate title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must use at least three scholarly sources in addition to the course text.
· Must document all sources in APA style.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric below for the criteria that will be used to evaluate your assignment.
Grading Rubric
Total Possible Score: 7.00
Evaluates the External Environment and the Internal Situation of the Walt Disney Company
Total: 2.00
Distinguished - Thoroughly evaluates the external environment and the internal situation of the Walt Disney Company. The evaluation is fully supported with reference to the article and other scholarly sources.
Proficient - Evaluates the external environment and the internal situation of the Walt Disney Company. The evaluation is supported with reference to the article and other scholarly sources, but it is slightly underdeveloped.
Basic - Partially evaluates the external environment and the internal situation of the Walt Disney Company. The evaluation is minimally supported with reference to the article and other scholarly sources. The evaluation is underdeveloped.
Below Expectations - Attempts to evaluate the external environment and the internal situation of the Walt Disney Company; however, the evaluation is not supported with reference to the article and other scholarly sources and/or is significantly underdeveloped.
Non-Performance - The evaluation of the external environment and the internal situation of the Walt Disney Company is either nonexistent or lacks the components described in the assignment instructions.
Conducts a SWOT Analysis Detailing the Strengths, Weaknesses, Opportunities, and Threats That May Affect the Organization
Total: 1.00
Distinguished - Conducts a comprehensive SWOT analysis detailing the strengths, weaknesses, opportunit.
Total Possible Score 10.00Justifies the Alignment of Lesson Pla.docxturveycharlyn
Total Possible Score: 10.00
Justifies the Alignment of Lesson Plan Learning Objectives, the Learning Activities, and Assessments; Justifies the Construction of the Unit as Building Knowledge From Students’ Prior Knowledge or Classroom Experience
Total: 2.50
Distinguished - Clearly justifies the alignment of lesson plan learning objectives, learning activities, and assessments; thoroughly justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples.
Proficient - Justifies the alignment of lesson plan learning objectives, learning activities, and assessments; justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are supported with relevant and appropriate examples. Minor details are missing.
Basic - Minimally justifies the alignment of lesson plan learning objectives, learning activities, and assessments; partially justifies the construction of the unit as building knowledge from the prior knowledge or classroom experience. The justifications are somewhat supported with appropriate examples and/or relevant details are missing.
Below Expectations - Attempts to justify the alignment of lesson plan learning objectives, learning activities, and assessments and to justify the construction of the unit as building knowledge from the prior knowledge or classroom experience; however, the justifications are not supported, and appropriate examples and significant details are missing.
Non-Performance - The justification of the alignment of lesson plan learning objectives, learning activities, and assessments and the justification of the unit as building knowledge from the prior knowledge or classroom experience are either nonexistent or lack the components described in the assignment instructions.
Explains How the Work in the Lesson Plan Helps Students to Understand How Experts Use Important Content to Address Problems, How the Content Makes a Difference in the World, and Supports Them in Becoming Thinkers and Problem Solvers, Often Drawing on Methods and Practices of Experts
Total: 2.50
Distinguished - Thoroughly explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples.
Proficient - Explains how the work in the lesson plan helps students to understand how experts use important content to address problems, how the content makes a difference in the world, and supports them in becoming thinkers and problem solvers, often drawing on methods and practices of experts. The explanations are supported by relevant and appropriate examples, but minor details are missing.
Basic - ...
SOC402.W5A1.07.2015
Description:
Total Possible Score: 25.00
Discusses the Chosen Issue from Both the Workplace and Societal Viewpoints,
Including the Positive and Negative Aspects of the Issue in Relation to the
Workplace, Society, and Workers, Especially the Unique Worker Groups who May be
Most Affected
Total: 6.00
Distinguished - Comprehensively discusses the chosen issue from both the
workplace and societal viewpoints, including the positive and negative aspects
of the issue in relation to the workplace, society, and workers, especially the
unique worker groups who may be most affected.
Proficient - Discusses the chosen issue from both the workplace and societal
viewpoints, including the positive and negative aspects of the issue in relation
to the workplace, society, and workers, especially the unique worker groups who
may be most affected. The discussion is slightly underdeveloped.
Basic - Minimally discusses the chosen issue from both the workplace and
societal viewpoints, including the positive and negative aspects of the issue in
relation to the workplace, society, and workers, especially the unique worker
groups who may be most affected. The discussion is underdeveloped.
Below Expectations - Attempts to discuss the chosen issue from both the
workplace and societal viewpoints, including the positive and negative aspects
of the issue in relation to the workplace, society, and workers, especially the
unique worker groups who may be most affected; however the discussion is
significantly underdeveloped.
Non-Performance - The discussion of the chosen issue from both the workplace and
societal viewpoints, including the positive and negative aspects of the issue in
relation to the workplace, society, and workers, especially the unique worker
groups who may be most affected is either nonexistent or lacks the components
described in the assignment instructions.
Analyzes how the Chosen Issue could be Positively Supported using Various Social
Controls
Total: 7.00
Distinguished - Comprehensively analyzes how the chosen issue could be
positively supported using various social controls.
Proficient - Analyzes how the chosen issue could be positively supported using
various social controls. The analysis is slightly underdeveloped.
Basic - Minimally analyzes how the chosen issue could be positively supported
using various social controls. The analysis is underdeveloped.
Below Expectations - Attempts to analyze how the chosen issue could be
positively supported using various social controls; however, the analysis is
significantly underdeveloped.
Non-Performance - The analysis of how the chosen issue could be positively
supported using various social controls are either nonexistent or lacks the
components described in the assignment instructions.
Recommends Interventions in these Areas as well as the P ...
MGT330.W3A1.03.2015DescriptionTotal Possible Score 15.00.docxARIV4
MGT330.W3A1.03.2015
Description:
Total Possible Score: 15.00
Organization: Introduction, Thesis Statement, and Conclusion
Total: 2.00
Distinguished - The paper is well organized with the introduction that provides sufficient background on the topic, thesis statement, and the conclusion that is logical, smoothly flows from the body of the paper.
Proficient - The paper is organized with the introduction that provides background on the topic, thesis statement, and the conclusion that is logical but not quite smooth.
Basic - The paper is organized with the introduction and the conclusion, but the introduction and/or the conclusion require improvement.
Below Expectations - The paper is loosely organized with the introduction and the conclusion, and the introduction and/or the conclusion require much improvement.
Non-Performance - The introduction and the conclusion are either nonexistent or lack the components described in the assignment instructions.
Explains the Chosen Job Design
Total: 2.00
Distinguished - Provides a comprehensive and expertly crafted explanation of the chosen job design that identifies the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification.
Proficient - Provides a complete job design. The work identifies the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is slightly underdeveloped.
Basic - Provides a limited job design. The work identifies some of the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is underdeveloped.
Below Expectations - Provides a poorly developed job design. The work includes a few if any of the standard approach to job design presented in chapter 3: (a) job analysis, (b) job description and (c) job specification. The job design is significantly underdeveloped.
Non-Performance - The explanation of the chosen job design is either nonexistent or lacks the components described in the assignment instructions.
Explains the Chosen Organizational Design
Total: 2.00
Distinguished - Provides a comprehensive explanation of the chosen organizational design. Effectively applies course concepts to this explanation.
Proficient - Provides an explanation of the chosen organizational design. Applies course concepts, but the organizational design is slightly underdeveloped.
Basic - Provides limited explanation of the chosen organizational design. Somewhat applies course concepts. The organizational design is underdeveloped.
Below Expectations - Provides a minimal explanation of the chosen organizational design. Does not apply course concepts. The organizational design is significantly underdeveloped.
Non-Performance - The explanation of the chosen organizational design is either nonexistent or lacks the components described in the assignment instructions.
Explains the Rec ...
MGT380.W5A1.08.2014
Description:
Total Possible Score: 30.00
Applies and Explains One Leadership Theory
Total: 3.50
Distinguished - Expertly applies one of the leadership theories by fully
explaining how the theory works and includes at least one detailed, relevant
example. Demonstrates a thorough understanding of the theory.
Proficient - Accurately applies one of the leadership theories by providing a
sufficient explanation of how the theory works and includes a relevant example.
Demonstrates a sufficient understanding of the theory.
Basic - Applies one of the leadership theories by providing a rudimentary
explanation of how the theory works and includes an example that may not be
completely relevant. Demonstrates a rudimentary understanding of the theory.
Below Expectations - Attempts to explain one of the leadership theories.
Explanation may be lacking in substance, contain a completely irrelevant
example, or contain no example at all. Demonstrates a lack of understanding of
the theory.
Non-Performance - The paper is either nonexistent or fails to apply one of the
leadership theories, explain how the theory works and provide an example.
Power and Influence of Leader
Total: 4.50
Distinguished - Provides a fully developed and expertly crafted analysis of the
power and influence the leader has on followers. Includes the reaction from
followers and the possibility of alternatives. Expertly applies the concepts of
leadership from the text.
Proficient - Provides a sufficiently developed analysis of the power and
influence the leader has on followers. Includes the reaction from followers and
the possibility of alternatives. Sufficiently applies the concepts of leadership
from the text.
Basic - Provides an analysis of the power and influence the leader has on
followers. Analysis includes the reaction from followers and the possibility of
alternatives, but is not fully developed. Shows a rudimentary application of the
concepts of leadership from the text.
Below Expectations - Attempts to provide an analysis of the power and influence
the leader has on followers. Analysis is underdeveloped, does not include the
reaction of followers, and/or the possibility of alternatives. Shows little
application of the concepts of leadership from the text.
Non-Performance - The paper is either nonexistent or fails to provide an
analysis of the power and influence the leader has on followers.
Evaluate Transformational and Transactional Leadership
Total: 4.50
Distinguished - Thoroughly evaluates the role and effectiveness of transactional
and transformational leadership, providing detailed and specific examples.
Answer displays an expert understanding of both transactional and
transformational leadership.
Proficient - Evaluates the role and effectiveness of transactional and
transformational leade ...
Total Possible Score 7.00Explains how to Differentiate the Co.docxturveycharlyn
Total Possible Score: 7.00
Explains how to Differentiate the Content, Process, and Product Based on Student Readiness for Mary
Total: 1.80
Distinguished - Comprehensively explains how to differentiate the given lesson plan for content, process, and product based on student readiness for Mary. The differentiation is clearly appropriate for the student’s readiness.
Proficient - Explains how to differentiate the given lesson plan for content, process, and product based on student readiness for Mary. The differentiation is mostly appropriate for the student’s readiness.
Basic - Minimally explains how to differentiate the given lesson plan for content, process, and product based on student readiness for Mary. The differentiation is somewhat appropriate for the student’s readiness.
Below Expectations - Attempts to explain how to differentiate the given lesson plan for content, process, and product based on student readiness for Mary; however, the differentiation is not appropriate for the student’s readiness.
Non-Performance - The explanation of differentiating content, process, and product based on student readiness for Mary is either nonexistent or lacks the components described in the assignment instructions.
Explains how to Differentiate the Content, Process, and Product Based on Student Interest for Davion
Total: 1.80
Distinguished - Comprehensively explains how to differentiate the given lesson plan for content, process, and product based on student interest for Davion. The differentiation is clearly appropriate for the student’s interest.
Proficient - Explains how to differentiate the given lesson plan for content, process, and product based on student interest for Davion. The differentiation is mostly appropriate for the student’s interest.
Basic - Minimally explains how to differentiate the given lesson plan for content, process, and product based on student interest for Davion. The differentiation is somewhat appropriate for the student’s interest.
Below Expectations - Attempts to explain how to differentiate the given lesson plan for content, process, and product based on student interest for Davion however, the differentiation is not appropriate for the student’s interest.
Non-Performance - The explanation of differentiating content, process, and product based on student interest for Davion is either nonexistent or lacks the components described in the assignment instructions.
Explains Rationale For Methods Used in Differentiating Content, Process, and Product For Mary and Davion
Total: 2.00
Distinguished - Comprehensively explains the rationale for methods used in differentiating content, process, and product for Mary and Davion.
Proficient - Explains the rationale for methods used in differentiating content, process, and product for Mary and Davion. The rationale is slightly underdeveloped.
Basic - Partially explains the rationale for methods used in differentiating content, process, and product for Mary and Davion. The rationale ...
COM425.W5A1.05.2015
Description:
Total Possible Score: 25.00
Develops an Introduction and Thesis Statement
Total: 2.00
Distinguished - Develops a comprehensive introduction, and includes a thesis
statement giving a clear direction and purpose of the paper.
Proficient - Develops an introduction, and includes a thesis statement giving
some direction and purpose of the paper.
Basic - Develops a limited introduction and includes a thesis statement that
somewhat gives direction and purpose of the paper.
Below Expectations - Develops an introduction and thesis statement; however, the
direction and purpose of the paper is unclear.
Non-Performance - The development of an introduction and thesis statement is
either nonexistent or lacks the components described in the assignment
instructions.
Identifies Five Concepts That Are Important For Successful Communication Within
an Organizational Setting
Total: 3.00
Distinguished - Clearly identifies five concepts that are important for
successful communication within an organizational setting.
Proficient - Identifies four concepts that are important for successful
communication within an organizational setting. Minor details are slightly
unclear.
Basic - Identifies three concepts that are important for successful
communication within an organizational setting. Relevant details are unclear.
Below Expectations - Identifies two or fewer concepts that are important for
successful communication within an organizational setting. Significant details
are unclear.
Non-Performance - The identification of five concepts that are important for
successful communication within an organizational setting is either nonexistent
or lacks the components described in the assignment instructions.
Discusses Why Each Concept Identified Is Necessary For Successful Communication
Total: 5.00
Distinguished - Clearly and comprehensively discusses why each concept
identified is necessary for successful communication. The discussion is fully
supported with scholarly sources.
Proficient - Clearly discusses why each concept identified is necessary for
successful communication. The discussion is supported with scholarly sources but
minor details are missing.
Basic - Partially discusses why each concept identified is necessary for
successful communication. The discussion is somewhat supported with scholarly
sources and relevant details are missing.
Below Expectations - Attempts to discuss why each concept identified is
necessary for successful communication; however, the discussion is not supported
with scholarly sources and significant details are missing.
Non-Performance - The discussion of why each concept identified is necessary for
successful communication is either nonexistent or lacks the components described
in the assignment instructions.
Explains How Best ...
Description Grading Rubric for assignmentTotal Possible Score.docxtheodorelove43763
Description: Grading Rubric for assignment
Total Possible Score: 8.00
Lesson Description
Total: 1.00
Distinguished - Includes the title of the model lesson, the subject, and grade levels, and a thorough one-paragraph introduction of the lesson.
Proficient - Includes the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson. The lesson description is slightly underdeveloped.
Basic - Includes the title of the model lesson, the subject, and grade levels, and a limited one-paragraph introduction of the lesson. The lesson description is underdeveloped.
Below Expectations - Attempts to include the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson; however, the lesson description is significantly underdeveloped.
Non-Performance - The inclusion of the title of the model lesson, the subject, and grade levels, and a one-paragraph introduction of the lesson is either nonexistent or lacks the components described in the instructions.
Principle 1
Total: 1.00
Distinguished - Comprehensively describes ways that multiple means of representation are included in the model lesson.
Proficient - Describes ways that multiple means of representation are included in the model lesson. The description is slightly underdeveloped.
Basic - Partially describes ways that multiple means of representation are included in the model lesson. The description is underdeveloped.
Below Expectations - Attempts to describe ways that multiple means of representation are included in the model lesson; however, the description is significantly underdeveloped.
Non-Performance - The description of ways that multiple means of representation are included in the model lesson is either nonexistent or lacks the components described in the instructions.
Principle 2
Total: 1.00
Distinguished - Comprehensively describes ways that multiple means of action and expression are included in the model lesson.
Proficient - Describe ways that multiple means of action and expression are included in the model lesson. The description is slightly underdeveloped.
Basic - Describe ways that multiple means of action and expression are included in the model lesson. The description is slightly underdeveloped.
Below Expectations - Describe ways that multiple means of action and expression are included in the model lesson. The description is slightly underdeveloped.
Non-Performance - The description of ways that multiple means of action and expression are included in the model lesson is either nonexistent or lacks the components described in the instructions.
Principle 3
Total: 1.00
Distinguished - Comprehensively describes ways that multiple means of engagement are included in the model lesson.
Proficient - Describes ways that multiple means of engagement are included in the model lesson. The description is slightly underdeveloped.
Basic - Partially describes ways that multiple means of engagement are i.
Each week’s assignment in this class will lead up to the Research .docxhasselldelisa
Each week’s assignment in this class will lead up to the Research Project in Week Six. Before you work on Week One’s assignment, preview the Research Project in Week Six so you understand the final outcome of this project. Also read this week’s lecture. If you are having a difficult time choosing your topic, please contact your instructor for assistance before the assignment is due.
In a one-to two-page paper (not including the title and reference pages), provide
Background information about your Research Project (i.e., why have you decided to do this research?).
The management dilemma. (i.e., what is the problem you are trying to solve with this research?)
The research question and a hypothesis.
A brief summary of previously conducted scholarly research on similar topics that you can find through the Ashford University Library.
Your paper must be formatted according to APA style
Provides Background Information About the Research Project
Total: 2.00
Distinguished - Provides comprehensive background information about the Research Project.
Proficient - Provides background information about the Research Project. Minor details are missing.
Basic - Provides limited background information about the Research Project. Relevant details are missing.
Below Expectations - Attempts to provide background information about the Research Project; however, significant details are missing.
Non-Performance - The background information provided about the Research Project is either nonexistent or lacks the components described in the assignment instructions.
Describes the Management Dilemma
Total: 2.00
Distinguished - Thoroughly describes the management dilemma.
Proficient - Describes the management dilemma. The description is slightly underdeveloped.
Basic - Somewhat describes the management dilemma. The description is underdeveloped.
Below Expectations - Attempts to describes the management dilemma; however, the description is significantly underdeveloped.
Non-Performance - The description of the management dilemma is either nonexistent or lacks the components described in the assignment instructions.
Develops a Research Question and Hypothesis
Total: 2.00
Distinguished - Develops an accurate and detailed research question and hypothesis.
Proficient - Develops an accurate research question and hypothesis. The research question or hypothesis is slightly underdeveloped.
Basic - Partially develops a research question and hypothesis. The research question and hypothesis is inaccurate and/or underdeveloped.
Below Expectations - Attempts to develop a research question and hypothesis; however, the research question and hypothesis are inaccurate and/or significantly underdeveloped.
Non-Performance - The research question and hypothesis developed are either nonexistent or lack the components described in the assignment instructions.
Provides a Summary of Previously Conducted Scholarly Research on Similar Topics
Total: 1.00
Distinguished - Provides a detailed .
Operating BudgetReview the information from your text and at lea.docxjohnbbruce72945
Operating Budget
Review the information from your text and at least one scholarly source on capital investment plans.
In a one- to two-page paper, which will be included in your Final Project, explain why your manager or the board would or would not accept a proposal for the capital investment. List at least three arguments that could be used for or against the proposal. In other words, what will the intended audience be looking for when reviewing the proposal?
GRADING RUBRIC
Description
:
Total Possible Score
: 8.00
Explains Why the Manager or the Board Would or Would Not Accept the Proposal for the Capital Investment
Total: 3.00
Distinguished – Comprehensively explains why the manager or the board would or would not accept the proposal for the capital investment.
Proficient - Explains why the manager or the board would or would not accept the proposal for the capital investment. The explanation may be slightly unbalanced or minor details are missing.
Basic – Partially explains why the manager or the board would or would not accept the proposal for the capital investment. The explanation is unbalanced and/or relevant details are missing.
Below Expectations - Attempts to explain why the manager or the board would or would not accept the proposal for the capital investment; however, the explanation is very unbalanced and significant details are missing.
Non-Performance - The explanation of why the manager or the board would or would not accept the proposal for the capital investment is either nonexistent or lacks the components described in the assignment instructions.
Lists at Least Three Arguments That Could Be Used for or Against the Proposal
Total: 3.50
Distinguished – Lists and comprehensively describes at least three valid arguments that could be used for or against the proposal. Fully addresses what the intended audience will be looking for when reviewing the proposal.
Proficient - Lists and describes least three mostly valid arguments that could be used for or against the proposal. Addresses what the intended audience will be looking for when reviewing the proposal. Minor details are missing.
Basic - Lists and partially describes three somewhat valid arguments that could be used for or against the proposal. Minimally addresses what the intended audience will be looking for when reviewing the proposal. Relevant details are missing.
Below Expectations – Lists and attempts to describe valid arguments that could be used for or against the proposal; however, fewer than three valid arguments are described and significant details are missing.
.
Non-Performance – The description of the arguments that could be used for or against the proposal are either nonexistent or lack the components described in the assignment instructions.
Critical Thinking: Explanation of Issues
Total: 0.50
Distinguished - Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information necessary for full understanding.
Communications Skill AssessmentMost of us have situations in whi.docxbrownliecarmella
Communications Skill Assessment
Most of us have situations in which we find it difficult to communicate. Improving your written communication skills and being comfortable speaking to people are extremely important. Develop a two- to three-page APA-formatted paper in which you analyze your personal communication skills. Be sure to address the following:
Describe the assessment you used to analyze your skills.
Discuss your communication gaps.
Describe any additional training you need in specific areas of communication.
Analyze how you can improve your current communication skills to prepare you for advancement in your profession.
Your paper must be two to three pages (not including title and reference pages) and must be formatted according to APA style as outlined in the approved APA style guide. You must cite three to four scholarly sources in addition to the textbook
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 8.00
Describes the Assessment
Total: 1.50
Distinguished - Comprehensively describes the assessment used to analyze personal communication skills.
Proficient - Describes the assessment used to analyze personal communication skills. The description is slightly underdeveloped.
Basic - Partially describes the assessment used to analyze personal communication skills. The description is underdeveloped.
Below Expectations - Attempts to describe the assessment used to analyze personal communication skills; however, the description is significantly underdeveloped.
Non-Performance - The description of the assessment used is either nonexistent or lacks the components described in the assignment instructions.
Discusses Communication Gaps
Total: 1.50
Distinguished - Thoroughly discusses personal communication gaps.
Proficient - Discusses personal communication gaps. Minor details are missing.
Basic - Briefly discusses personal communication gaps. Relevant details are missing.
Below Expectations - Attempts to discuss personal communication gaps; however, significant details are missing.
Non-Performance - The discussion of communication gaps is either nonexistent or lacks the components described in the assignment instructions.
Describes Additional Training Needed in Specific Areas of Communication
Total: 1.50
Distinguished - Fully describes additional training needed in specific areas of communication.
Proficient - Describes additional training needed in specific areas of communication. The description is slightly underdeveloped.
Basic - Partially describes additional training needed in specific areas of communication. The description is underdeveloped.
Below Expectations - Attempts to describe additional training needed in specific areas of communication; however, the description is significantly underdeveloped.
Non-Performance - The description of additional training needed in specific areas of communication is either nonexistent or lacks the comp ...
6/7/2015 https://ashford.waypointoutcomes.com/assessment/7697/preview
https://ashford.waypointoutcomes.com/assessment/7697/preview 1/3
Description:
Total Possible Score: 15.00
Distinguished Clearly identifies a specific federal policy or program. Key elements of the policy are exceptionally summarized,
including the problem it is supposed to solve or improve. The identified policy clearly raises issues of federalism.
Proficient Identifies a specific federal policy and summarizes elements of the policy, including the problem it is supposed to solve
or improve. The identified policy raises issues of federalism.
Basic Identifies a federal policy or program but only summarizes some elements of the policy. The policy is at least somewhat
related to issues of federalism.
Below Expectations Generally identifies a federal policy or program, but may not summarize its elements. The policy may not be
related to issues of federalism.
NonPerformance The identification of a specific federal policy or program and summary of the elements of the policy are either
nonexistent or lack the components described in the assignment instructions.
Distinguished Thoroughly and accurately summarizes the history of the policy and clearly explains how the policy raises issues of
federalism.
Proficient Accurately summarizes the history of the policy and explains how the policy raises issues of federalism, but minor
details are missing.
Basic Summarizes the history of the policy, but the summary is vague regarding how the policy raises issues of federalism and
some relevant details are missing or inaccurate.
Below Expectations Attempts to summarize the history of the policy, but many relevant details are missing or inaccurate. The
summary does not explain how the policy raises issues of federalism.
NonPerformance The summary of the history of the policy is either nonexistent or lacks the components described in the
assignment instructions.
Distinguished Thoroughly analyzes the main pros and cons in debates about the policy. Multiple issues are addressed and
analyzed using clear examples from scholarly sources.
Proficient Analyzes several of the main pros and cons in debates about the policy. However, additional examples of specific pros
and cons are needed to support the analysis.
Basic Briefly analyzes the debates regarding the policy, but the analysis of the main pros and cons in the debates is vague and/or
lacks supporting examples.
Below Expectations Attempts to analyze the debates regarding the policy; however, the analysis provides little independent
thought. References to specific pros and cons in the debates are either unclear or missing.
NonPerformance The analysis of the main pros and cons in debates about the policy is either nonexistent or lacks the
components described in the assignment instructions.
Distinguished Comprehensively evaluates the pros and cons in terms of the policy’s effectiveness. Precisely de.
BUS402.W5A1.05.2015DescriptionTotal Possible Score 40.00.docxhumphrieskalyn
BUS402.W5A1.05.2015
Description:
Total Possible Score: 40.00
Describes the Organization’s History and Its 4 Ps (Product, Price, Place, and Promotion)
Total: 4.00
Distinguished - Thoroughly describes the organization and its 4 Ps (Product, Price, Place, Promotion).
Proficient - Describes the organization and its 4 Ps (Product, Price, Place, Promotion). Minor details are missing.
Basic - Partially describes the organization and its 4 Ps (Product, Price, Place, Promotion). Relevant details are missing.
Below Expectations - Attempts to describe the organization and its 4 Ps (Product, Price, Place, Promotion); however, significant details are missing.
Non-Performance - The description of the organization and its 4 Ps is either nonexistent or lacks the components described in the assignment instructions.
Explains the Current Situation of the Organization In the Market (Industry, Market, and General Environment Analysis)
Total: 5.00
Distinguished - Comprehensively explains the current situation of the organization in the market (industry, market, and general environment analysis).
Proficient - Explains the current situation of the organization in the market (industry, market, and general environment analysis). The explanation is slightly underdeveloped.
Basic - Partially explains the current situation of the organization in the market (industry, market, and general environment analysis). The explanation is underdeveloped.
Below Expectations - Attempts to explain the current situation of the organization in the market (industry, market, and general environment analysis); however, the explanation is significantly underdeveloped.
Non-Performance - The explanation of the current situation of the organization in the market is either nonexistent or lacks the components described in the assignment instructions.
Assesses the Financial Performance and Condition of the Organization
Total: 4.00
Distinguished - Comprehensively assesses the financial performance and condition of the organization. The assessment is fully supported by relevant scholarly sources.
Proficient - Assesses the financial performance and condition of the organization. The assessment is supported with scholarly sources, but is slightly underdeveloped.
Basic - Partially assesses the financial performance and condition of the organization. The assessment is minimally supported with scholarly sources and/or underdeveloped.
Below Expectations - Attempts to assess the financial performance and condition of the organization; however, the assessment is not supported with scholarly sources and/or is significantly underdeveloped.
Non-Performance - The assessment of the financial performance and condition of the organization is either nonexistent or lacks the components described in the assignment instructions.
Conduct a SWOT Analysis to Determine Areas That Offer Opportunities for Change
Total: 5.00
Distinguished - Conducts a comprehensive SWOT analysis to determine areas that offer opportunit ...
PRTH 172
Applying Biblical Principles Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Understanding of verse when written
/15
14-15
Demonstrates excellent work in showing what the verses meant when written
11-13
Demonstrates average work in showing what the verses meant when written
1-10
Demonstrates basic work; does not clearly show what the verses meant when written
0
Not Present
Verses Then and Now
/15
14-15
Shows excellence in showing the difference between then and now
11-13
Shows average understanding of the difference between then and now.
1-10
Shows basic understanding of the difference between then and now
0
Not Present
Abiding Theological Principle
/15
14-15
Shows excellence describing the abiding theological principle.
11-13
Shows average skill finding the abiding theological principle.
1-10
Shows basic skill determining the abiding theological principle.
0
Not Present
Common Use/Application
/25
23-25
Demonstrates excellence in summarizing misuse of the verse and applying the verse
18-22
Demonstrates average application summarizing misuse of the verse and applying the verse
1-17
Demonstrates only a basic understanding of the misuse of the verse and applying the verse
0
Not Present
Structure 30%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Thread Specific Requirements
/30
27-30
Submission is complete and is free of spelling errors, punctuation errors, or grammatical errors.
21-26
Submission is basically complete and contains minimal spelling errors, punctuation errors, or grammatical errors.
1-20
Submission is lacking and contains multiple spelling errors, punctuation errors, or grammatical errors.
0
Not Present
Unit 2 Assignment AGrading RubricPoints Possible:55No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints012345Identify…Student work demonstrates no understanding or progress towards achievement of this outcome.Student identified only two principles of sustainability is included in the long-term recovery process.Student identified only three principles of sustainability is included in the long-term recovery process.Student identified only four principles of sustainability is included in the long-term recovery process.Student identified only five principles of sustainability is included in the long-term recovery process.Student identified how each of the six principles of sustainability is included in the long-term recovery process.515%8.25Research…Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor.Student used one credible resource beyond the text material.Student used at least two credible sources beyond the text.
Similar to Week 6 Final Grading RubricDescription Total Possible Score.docx (18)
Most patients with mental health disorders are not aggressive. H.docxhelzerpatrina
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
.
MotivationExplain your motivation for applying to this prog.docxhelzerpatrina
Motivation:
Explain your motivation for applying to this program. How does the content of this study abroad program relate to your future academic and professional goals?
Goals(REQUIRED)
List and explain three concrete goals related to living and studying abroad that you will set for yourself to get the most out of this opportunity.
.
Most public policy is made from within government agencies. Select a.docxhelzerpatrina
Most public policy is made from within government agencies. Select an agency to review for this assignment:
1) Go to
https://www.usa.gov
to begin your search.
2) Next, click on the menu tab labelled “Government Agencies and Elected Officials.”
3) Then, click on “A-Z Index of U.S. Government Agencies.”
4) Select one of the large federal agencies, and review one of its major policies, laws, or regulations.
What is the primary mission of the agency? Select a problem that the agency is attempting to solve. Research the major policy process as it has evolved and identify its major stakeholders. Identify what major factors have contributed to policy ineffectiveness. Is the bureaucracy now too large to provide adequate oversight and future development? Be sure to integrate lessons learned and policy concepts discussed throughout the class. Examples may include security at airports, immigration, education (No Child Left Behind), welfare support, Social Security, health care, etc. Identify government subsidies, tools, and regulations the agency uses to meet its policy goals. Pinpoint supporting agencies, groups, or businesses that would be most interested in these policies, and describe the potential conflicts of interest.
Your APA style paper should be three pages in length, not counting the title and reference pages. Provide at least three peer-reviewed or professional references. Be sure your paper is double-spaced and uses 12-point font and one-inch margins. Use your own words, and include citations and references as needed to avoid plagiarism. All sources used must be referenced; paraphrased and quoted material must have accompanying citations and be cited per APA guidelines.
.
Mr. Smith brings his 4-year-old son to your primary care office. He .docxhelzerpatrina
Mr. Smith brings his 4-year-old son to your primary care office. He states the boy has been ill for three days. Mr. Smith indicates that he would like antibiotics so he can send his son back to pre-school the next day.
History - Child began with sneezing, mild cough, and low grade fever of 100 degrees three days ago. All immunizations UTD. Father reports that the child has had only two incidents of URI and no other illnesses.
Social - non-smoking household. Child attends preschool four mornings a week and is insured through his father’s employment. No other siblings in the household.
PE/ROS -T 99, R 20, P 100. Alert, cooperative, in good spirits, well-hydrated. Mildly erythemic throat, no exudate, tonsils +2. Both ears mild pink tympanic membrane with good movement. Lungs clear bilaterally. All other systems WNL.
Do not consider COVID-19 for this patient diagnosis.
.
Mrs. Walsh, a woman in her 70s, was in critical condition after rep.docxhelzerpatrina
“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the family some.
Much has been made of the new Web 2.0 phenomenon, including social n.docxhelzerpatrina
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet? Your submission should be between 500 words with references and following APA reference style. Please do not include a title page
.
MSN 5550 Health Promotion Prevention of Disease Case Study Module 2.docxhelzerpatrina
MSN 5550 Health Promotion: Prevention of Disease Case Study Module 2 Instructions: Read the following case study and answer the reflective questions.
Please provide rationales for your answers. Make sure to provide a citation for your answers. Deadline: CASE STUDY:
An Older Immigrant Couple: Mr. and Mrs. Arahan Mr. and Mrs. Arahan, an older couple in their seventies, have been living with their oldest daughter, her husband of 15 years, and their two children, ages 12 and 14. They all live in a middle-income neighborhood in a suburb of a metropolitan city. Mr. and Mrs. Arahan are both college educated and worked full-time while they were in their native country. In addition, Mr. Arahan, the only offspring of wealthy parents, inherited a substantial amount of money and real estate. Their daughter came to the United States as a registered nurse and met her husband, a drug company representative. The older couple moved to the United States when their daughter became a U.S. citizen and petitioned them as immigrants. Since the couple was facing retirement, they welcomed the opportunity to come to the United States. The Arahans found life in the United States different from that in their home country, but their adjustment was not as difficult because both were healthy and spoke English fluently. Most of their time was spent taking care of their two grandchildren and the house. As the grandchildren grew older, the older couple found that they had more spare time. The daughter and her husband advanced in their careers and spent a great deal more time at their jobs. There were few family dinners during the week. On weekends, the daughter, her husband, and their children socialized with their own friends. The couple began to feel isolated and longed for a more active life. Mr. and Mrs. Arahan began to think that perhaps they should return to the home country, where they still had relatives and friends. However, political and economic issues would have made it difficult for them to live there. Besides, they had become accustomed to the way of life in the United States with all the modern conveniences and abundance of goods that were difficult to obtain in their country. However, they also became concerned that they might not be able to tolerate the winter months and that minor health problems might worsen as they aged. They wondered who would take care of them if they became very frail and where they would live, knowing that their daughter had only saved money for their grandchildren’s college education. They expressed their sentiments to their daughter, who became very concerned about how her parents were feeling. This older couple had been attending church on a regular basis, but had never been active in other church-related activities. The church bulletin announced the establishment of parish nursing with two retired registered nurses as volunteers. The couple attended the first opening of the parish clinic. Here, they met one of the registered nur.
MSEL Strategy Mid-term Instructions Miguel Rivera-SantosFormat.docxhelzerpatrina
MSEL Strategy Mid-term Instructions Miguel Rivera-Santos
Format of the Mid-term
· You will find three recent newspaper articles describing a strategic move or a strategic decision in this document. Choose two out of these three articles and, for each of the two articles you have selected, answer the following two questions:
· Q1: What is (are) the issue(s) for the main company in the article? How do you assess the company’s strategic decision(s)? What additional information and what specific analyses would you conduct to fully understand the issue(s) and the decision(s)?
· Q2: What alternative recommendation would you consider in response to the issue(s)? What additional information/analyses would you need for this alternative recommendation? How could it be implemented?
· For each article, the combined answers to these two questions should be no longer than 2 single-spaced pages, in 12-point Times New Roman, with a 1-inch margin all around.
You can add as many appendices as you feel necessary, but remember that the page limitfor the mid-term (excluding exhibits) is 4 pages, i.e., 2 pages per newspaper article.
· You do not need to seek additional information beyond what is provided in the articles.
GOOD LUCK!
Geely to build satellites for self-driving cars - Financial Times (US), 3/4... https://digital.olivesoftware.com/Olive/ODN/FTUS/PrintArticle.aspx?d...
Automobiles
CHRISTIAN SHEPHERD — BEIJING
Geely is aiming to be the first China carmaker to design and build satellites to support its autonomous driving programme, the latest step by founder Li Shufu in his bid to build an industry leader.
Geely, which owns Swedish brand Volvo Cars, Malaysia’s Proton, and a stake in Mercedes-Benz owner Daimler, will invest Rmb2.27bn ($325m) in a new development centre and factory to manufacture satellites this year, the company said yesterday.
The announcement makes Geely the first known Chinese carmaker with plans to build its own satellites. Mr Li’s move sparked comparisons in China media with Elon Musk, founder of electric carmaker Tesla and private space exploration company SpaceX.
Last month Geely drew comparisons with Volkswagen when Mr Li’s holding group announced plans to merge Geely Automobile and Volvo Cars, moving the company towards becoming the first global Chinese carmaker.
Che Jun, Communist party boss of China’s eastern Zhejiang province, where Geely is based, said that the complex would be built in Taizhou city and that construction had begun.
The centre will design, test and manufacture low-orbit communication satellites, purpose-built to improve geolocation of vehicles and to support their connected functions, Geely said.
Geely has been pouring money into new technologies from self-driving cars to flying taxis, spending Rmb20bn on research and development in the past year.
The investments are part of the group’s spend on global expansion, such as buying a $9bn stake in Daimler.
The announcement comes as the coronavirus outbre.
Much of the focus in network security centers upon measures in preve.docxhelzerpatrina
Much of the focus in network security centers upon measures in preventing network intrusions and handling security events. There is also a growing debate about what proactive measures an organization should take. From a practical matter, what could some of these practical measures be? Also, are there any biblical principles around taking proactive measures against a probable attacker - and if so, to what extent should these measures go?
.
Mt. Baker Hazards Hazard Rating Score High silic.docxhelzerpatrina
Mt. Baker
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Hood
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Rainier
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. St. Helens
Hazards
Hazard Rating Score
High.
Motivation and Cognitive FactorsQuestion AAlfred Hit.docxhelzerpatrina
Motivation and Cognitive Factors
Question A
Alfred Hitchcock reputedly said, “When an actor comes to me and wants to discuss his character, I say, “It’s in the script.” If he says, “But what’s my motivation,” I say, “Your salary.” Discuss motivation based on extrinsic rewards in comparison to that motivated by intrinsic rewards. Are different types of motivations preferable for different tasks? Remember to explain and cite educational sources to support the ideas within the post.
Question B
Social cognitive theory suggests that our beliefs and feelings influence our behavior. What beliefs (cognitive factors) might be related to the specific behavior of going to college? Remember to explain and cite educational sources to support the ideas within the post.
OR
Select one of the personality tests from
Similar Minds
. Take the test, read your results and reproduce them in your journal. What parts of the results ring true to you? What do not? Remember to explain and cite educational sources to support the ideas within the post.
View your discussion
rubric
.
13
.
Motivation in OrganizationsMotivation i.docxhelzerpatrina
Motivation in Organizations
*
Motivation in Organizations
Chapter 7
Chapter 7 Preview:
Motivation in OrganizationsWhat do individuals need to do to meet a personal goal? What are the most important sources of work motivation (e.g., money? recognition? other?)What do you think makes for effective goal-setting? What happens when people feel that they are underpaid compared to their peers? What do people need to believe about a possible reward, in order for it to be motivating?
Components of motivation: What are the basic components of motivation? Page Ref: 214
Motivation: What motivates people to work? What are the most important sources of work motivation? Page Ref: 215
Guidelines for setting effective performance goals: What are they? Page Ref: 220-223
Equity Theory: What are some possible reactions to inequity? Page Ref: 226-227
Expectancy Theory: What are the three types of beliefs that people have, and what do they mean? Page Ref: 230
Copyright
Learning ObjectivesDefine motivation and explain its importance in the field of organizational behavior.Identify and explain the conditions through which goal setting can be used to improve job performance.
Learning ObjectivesDescribe equity theory and how it may be applied to motivating people in organizations.Describe expectancy theory and how it may be applied in organizations.
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
The set of processes thatarousedirect, and maintain
human behavior toward attaining some goal
Motivation
*
Motivation Components
*
Motivation
Key PointsMotivation and job performance are not synonymousMotivation is multifacetedPeople are motivated by more than just money
*
What Motivates You to Work?
*
What Motivates People to Work?
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Goal Setting
*
Goal Setting
Do you have goals?Have you been successful in meeting them?What do you think are important characteristics of attainable goals?How does it make you feel to achieve goals?
*
Goal Setting Guidelines
For ManagersAssign specific goalsAssign difficult, but acceptable, performance goalsstretch goalsProvide feedback on goal attainment
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Equity TheoryPeople strive to maintain ratios of their own outcomes (rewards) to their own inputs (contributions) that are equal to the outcome / input ratios of others with whom they compare themselves
*
Equity Theory
Possible Reactions to Inequity
*
Equity Theory
Managerial ImplicationsAvoid underpaymentAvoid overpaymentBe honest and open with employees
*
Equity Theory
Pay Practices in the NewsPay Practices at Reddit, Google and Gravity Payments
*
Equity Theory
Pay Practices in the NewsQuestions to co.
Motivations to Support Charity-Linked Events After Exposure to.docxhelzerpatrina
Motivations to Support Charity-Linked Events After Exposure to
Facebook Appeals: Emotional Cause Identification and Distinct
Self-Determined Regulations
Kaspar Schattke
Université du Québec à Montréal
Ronald Ferguson and Michèle Paulin
Concordia University
Nonprofit organizations are increasingly dependent on the involvement of Millennial
constituencies. Three studies investigated their motivations to support charity-linked
events: emotional identification with a cause, self-determination theory (SDT) regula-
tions, and context-related Facebook promotions. This article addresses the recent call to
expand SDT research from a simple analysis of autonomous versus controlled moti-
vation, to studying the effects of all the regulations in the SDT continuum, in particular,
the inclusion of the tripartite dimensions of intrinsic motivation and integrated moti-
vation. Results demonstrated that the greater the emotional identification with the
cause, the stronger was the tendency to support the charity-linked event. Also, the
results in these social media contexts revealed that specific intrinsic dimensions (e.g.,
experience stimulation) are motivators of online and offline support, as is the personal
value nature of integrated regulation. Whereas only autonomous motivational regula-
tions predicted support for the two events organized specifically a for charitable causes,
both autonomous and controlled regulations predicted support of a for-profit event
organized with a charitable cause as an adjunct. These findings can assist practitioners
in designing more effective social media communications in support of charity-linked
events.
Keywords: social media, self-determination theory, integrated regulation, tripartite
model of intrinsic motivation, charitable causes
Supplemental materials: http://dx.doi.org/10.1037/mot0000085.supp
Social media is a new domain offering excit-
ing opportunities to investigate research ques-
tions in social psychology (Greitemeyer, 2011;
Kende, Ujhelyi, Joinson, & Greitemeyer, 2015).
Our research examined motivation to support
charity-linked events of nonprofit organizations
that are currently faced with increased compe-
tition for resources and declining government
support (Paulin, Ferguson, Jost, & Fallu, 2014;
Reed, Aquino, & Levy, 2007; White & Peloza,
2009). Presently, they depend on an ageing set
of traditional supporters (Urbain, Gonzalez, &
Le Gall-Ely, 2013). However, their future suc-
cess lies in ensuring the sustainable involve-
ment of the Millennial generation (Fine, 2009),
distinguished from other generations by their
intense exposure at an early age to interactive
technology and social media (Bolton et al.,
2013).
Facebook, the most detailed social media, is
used primarily to maintain or solidify existing
offline relationships allowing people to develop
a public or semipublic profile and to emotion-
ally participate with those whom they can share
This article was published Online First December .
Mrs. Walsh, a woman in her 70s, was in critical condition after.docxhelzerpatrina
“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
· One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
· The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
· She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the famil.
MOVIE TITLE IS LIAR LIAR starring JIM CARREYProvide the name o.docxhelzerpatrina
MOVIE TITLE IS LIAR LIAR starring JIM CARREY
Provide the name of the movie, television series, or streaming series you chose, including a summary of the content, and explain why you selected it.
What are your impressions of the environments (include graphic elements)?
Pay attention to the relationships and communication occurring in the movie. How are people greeting each other? How are people interacting? Do you think you can tell the relationships of the people based on their verbal and nonverbal behaviors? Why or why not?
What are the cultural verbal cues that you notice in the movie?
What are the cultural nonverbal cues that you notice in the movie?
Describe two of the characters' use of language including word arrangement, word choice, and intended meaning.
Summarize how your content choice provided sufficient detail allowing you to describe the roles of verbal and nonverbal elements in communication and how the two forms of communication work in conjunction.
.
mple selection, and assignment to groups (as applicable). Describe.docxhelzerpatrina
mple selection, and assignment to groups (as applicable). Describe the process of obtaining informed consent, if applicable.
Data Analysis Procedures: Begin by describing your demographic data from your participants. How will you analyze this data using descriptive statistics? Restate each project question or PICOT question. For each question, describe in detail what inferential statistics you will use to analyze your data. Include steps to ensure your data meet the assumptions for each inferential statistic used. Describe the a priori alpha level you plan to use.
Ethical Considerations: Provide a description of ethical issues related to your project and how you plan to deal with them. Consider your methodology, design, and data collection. Compare to a randomized controlled trial. Address anonymity, confidentiality, privacy, lack of coercion, informed consent, and potential conflicts of interest. Discuss how you plan to adhere to the Belmont Report key principles (respect, justice, beneficence).
.
More and more businesses have integrated social media into every asp.docxhelzerpatrina
More and more businesses have integrated social media into every aspect of their communication strategies and there are many recent examples of employees being fired from their jobs for personal social media postings. Discuss the benefits and pitfalls of using social media within businesses and if you think it is ethical for business to fire employees for personal use of social media. How can you monitor and control your own social media activities to prevent such a professional conflict?
.
Module Five Directions for the ComparisonContrast EssayWrite a.docxhelzerpatrina
Module Five: Directions for the Comparison/Contrast Essay
Write a five paragraph essay, using sources and MLA style with a works cited page and include photos and illustrations, to document the similarities and differences of the two major NASA missions:
1. The past Apollo missions to the Moon
and
2. The planned future missions to Mars
NASA.gov is a primary source for both missions, use it for quotations and include it in your Works Cited page. Also, there are many other sources available through our library online databases and others via google.search.
A sample outline could be:
I. Introduction and thesis statement
II. How the two missions are alike
III. How the Apollo missions were unique for traveling to the Moon and back
IV. How the planned Mars missions are unique for traveling to the Red Planet.
V. Conclusion
.
Monica asked that we meet to see if I could help to reduce the d.docxhelzerpatrina
Monica asked that we meet to see if I could help to reduce the differences between them. When the time came, she started the conversation by saying that Richard wasn’t saving any money at all. They hadn’t started implementing. She said he spent a good deal of time buy- ing and selling stocks. He seemed to be influenced by the weekly ups and downs of the market. At least temporarily, however, he had raised the quality of the stocks he was buying.
Richard seemed a little annoyed and said that Monica never wanted to sell any securities. She almost always told him to wait. She said the shares would come back. When I asked what money meant to them, Richard said an opportunity to gamble and Monica replied a chance to lose what you’ve accumulated. As far as their long-term goals were concerned, Richard said he had no real long-term goals. The future was too fickle. He said who knew what fate had in store for them. Monica’s goal was to feel secure. I had the feeling that her remark was in response to Richard’s behavior. She wouldn’t allow herself to think of anything beyond security until Richard’s activities could be controlled.
Case Application Questions
1. What should be done about Richard’s spending?
2. What kind of investment behavior is Richard demonstrating?What can be done about it? 3. What is Monica’s investment behavior called? How can it be helped?
4. Contrast their two views of money. Do you have any recommendations?
5. How can Monica’s fears be dealt with?
.
Module 6 AssignmentPlease list and describe four types of Cy.docxhelzerpatrina
Module 6 Assignment
Please list and describe four types of Cyber crime.
Rubric for Assignment submission
Criterion
Description
Points possible
Content
Student posts and describes four types of Cyber crimes
40
Word count
500 words
10
Total Points possible
50
.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Week 6 Final Grading RubricDescription Total Possible Score.docx
1. Week 6 Final Grading Rubric
Description:
Total Possible Score: 23.00
Explains how One of the Key Landmark Cases Was Most
Influential
Total: 3.25
Distinguished - Thoroughly explains how one of the key
landmark cases was most influential in the field of special
education.
Proficient - Explains how one of the key landmark cases was
most influential in the field of special education. Minor details
are missing or slightly underdeveloped.
Basic - Minimally explains how one of the key landmark cases
was most influential in the field of special education. Relevant
details are missing and/or underdeveloped.
Below Expectations - Attempts to explain how one of the key
landmark cases was most influential in the field of special
education; however, significant details are missing and
underdeveloped.
Non-Performance - The explanation of how one of the key
landmark cases was most influential in the field of special
education is either nonexistent or lacks the components
described in the assignment instructions.
Defines Ten Terms That Are Useful in Everyday Classroom
Situations
Total: 3.25
Distinguished - Clearly and comprehensively defines ten terms
that are useful in everyday classroom situations.
Proficient - Defines ten terms that will be most useful in
everyday classroom practice. Minor details are unclear or
slightly underdeveloped.
Basic - Defines at least eight terms that will be most useful in
2. everyday classroom practice. Relevant details are unclear and/or
underdeveloped.
Below Expectations - Attempts to define at least six terms that
will be most useful in everyday classroom practice; however,
significant details are missing and underdeveloped.
Non-Performance - The definitions of the terms that will be
most useful in everyday classroom practice are either
nonexistent or lack the components described in the assignment
instructions.
Outlines the Importance of Formal and Informal Assessments
Total: 3.25
Distinguished - Fully outlines the importance of formal and
informal assessments in driving instructional planning.
Proficient - Outlines the importance of formal and informal
assessments in driving instructional planning. Minor details are
missing.
Basic - Partially outlines the importance of formal and informal
assessments in driving instructional planning. Relevant details
are missing.
Below Expectations - Attempts to outline the importance of
formal and informal assessment in driving instructional
planning; however, significant details are missing.
Non-Performance - The outline of the important of formal and
informal assessments in driving instructional planning is either
nonexistent or lacks the components described in the assignment
instructions.
Lists and Explains At Least Three Common Etiological Factors
Total: 3.25
Distinguished - Lists and thoroughly explains at least three
common etiological factors of students with mild to moderate
disabilities.
Proficient - Lists and explains three common etiological factors
of students with mild to moderate disabilities. The explanation
is slightly underdeveloped.
3. Basic - Lists and partially explains at least two common
etiological factors of students with mild to moderate
disabilities. The explanation is underdeveloped.
Below Expectations - Lists and attempts to explain at least two
common etiological factors of students with mild to moderate
disabilities; however, the explanation is significantly
underdeveloped.
Non-Performance - The list and explanation are either
nonexistent or lack the components described in the assignment
instructions.
Identifies Teaching Techniques
Total: 3.25
Distinguished - Accurately identifies appropriate teaching
techniques for students with common mild to moderate
disabilities in an inclusion classroom.
Proficient - Identifies teaching techniques for students with
common mild to moderate disabilities in an inclusion classroom.
Minor details are inaccurate, or the teaching techniques are
slightly inappropriate.
Basic - Identifies teaching techniques for students with common
mild to moderate disabilities in an inclusion classroom.
Relevant details are inaccurate, and/or the teaching techniques
are inappropriate.
Below Expectations - Attempts to identify teaching techniques
for students with common mild to moderate disabilities in an
inclusion classroom; however, significant details are inaccurate,
and the teaching techniques are significantly inappropriate.
Non-Performance - The identification of the teaching techniques
is either nonexistent or lacks any of the components described
in the assignment instructions.
Identifies Positive Proactive Behavior Strategies
Total: 3.25
Distinguished - Identifies appropriate positive proactive
behavior strategies for students with common mild to moderate
4. disabilities in an inclusion classroom.
Proficient - Identifies positive proactive behavior strategies for
students with common mild to moderate disabilities in an
inclusion classroom. Minor details are missing, or positive
proactive behavior strategies are slightly inappropriate.
Basic - Identifies positive proactive behavior strategies for
students with common mild to moderate disabilities in an
inclusion classroom. Relevant details are missing, and/or the
positive proactive behavior strategies are inappropriate.
Below Expectations - Attempts to identify positive proactive
behavior strategies for students with common mild to moderate
disabilities in an inclusion classroom; however, significant
details are missing, and the positive proactive behavior
strategies are significantly inappropriate.
Non-Performance - The identification of the positive proactive
behavior strategies is either nonexistent or lacks any of the
components described in the assignment instructions.
Critical Thinking: Explanation of Issues
Total: 1.00
Distinguished - Clearly and comprehensively explains the issue
to be considered, delivering all relevant information necessary
for a full understanding.
Proficient - Clearly explains the issue to be considered,
delivering enough relevant information for an adequate
understanding.
Basic - Briefly explains the issue to be considered, delivering
minimal information for a basic understanding.
Below Expectations - Briefly explains the issue to be
considered, but may not deliver additional information
necessary for a basic understanding.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Critical Thinking: Evidence
Total: 1.00
5. Distinguished - Employs persuasive and applicable information
from credible sources to develop an ample analysis or synthesis
of the topic. Viewpoints of experts are scrutinized thoroughly.
Proficient - Employs applicable information from credible
sources to develop an analysis of the topic.
Basic - Identifies applicable information from credible sources,
but may neglect the application of such information toward the
analysis of the topic.
Below Expectations - Presents information from external
sources, but such information may lack credibility and/or
relevance. Neglects to apply such information toward the
analysis of the topic.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics
Total: 1.00
Distinguished - Displays meticulous comprehension and
organization of syntax and mechanics, such as spelling and
grammar. Written work contains no errors and is very easy to
understand.
Proficient - Displays comprehension and organization of syntax
and mechanics, such as spelling and grammar. Written work
contains only a few minor errors and is mostly easy to
understand.
Basic - Displays basic comprehension of syntax and mechanics,
such as spelling and grammar. Written work contains a few
errors which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of
syntax or mechanics, such as spelling and grammar. Written
work contains major errors which distract the reader.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Written Communication: APA Formatting
Total: 0.25
6. Distinguished - Accurately uses APA formatting consistently
throughout the paper, title page, and reference page.
Proficient - Exhibits APA formatting throughout the paper.
However, layout contains a few minor errors.
Basic - Exhibits limited knowledge of APA formatting
throughout the paper. However, layout does not meet all APA
requirements.
Below Expectations - Fails to exhibit basic knowledge of APA
formatting. There are frequent errors, making the layout
difficult to distinguish as APA.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Written Communication: Resource Requirement
Total: 0.25
Distinguished - Uses more than the required number of
scholarly sources, providing compelling evidence to support
ideas. All sources on the reference page are used and cited
correctly within the body of the assignment.
Proficient - Uses the required number of scholarly sources to
support ideas. All sources on the reference page are used and
cited correctly within the body of the assignment.
Basic - Uses less than the required number of sources to support
ideas. Some sources may not be scholarly. Most sources on the
reference page are used within the body of the assignment.
Citations may not be formatted correctly.
Below Expectations - Uses an inadequate number of sources
that provide little or no support for ideas. Sources used may not
be scholarly. Most sources on the reference page are not used
within the body of the assignment. Citations are not formatted
correctly.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Powered by
7. NAME OF YOUR RESOURCE GUIDE
APA HEADING
Tips for Creating Resource Guide
(Please delete the page before submitting your final copy)
Inserting Pictures saved on your computer
1. Click where you want to insert the picture
2. Click on the “Insert” menu
3. Click on “Picture” and find the picture you want that is saved
on your computer
4. Double click on the picture. It will be inserted into document
Modifying your picture
1. Click ONE TIME on the picture you want to modify
2. Click on the “Picture Tool” menu. There are many options to
modify your pictures including: size, position, and location.
Inserting Table of Contents
1. Click where you want to insert the Table of Contents.
2. On the “Insert” menu, click Reference, then:
· Word 97 – 03: Click Reference, then Index & Tables, and then
Click the Table of Contents tab
· Word 2004 – Present: Click Reference, and then Click the
Table of Contents tab
3. Select any formatting preferences, and then click OK. The
Table of Contents will be automatically created with words
contained in Headings 1 through 3.
Adding Textboxes
1. Click where you want to add the textbox
8. 2. Click on the “insert” menu
3. Choose the Textbox you want to insert
4. Add your text
5. While the textbox is highlighted, the “format” menu will be
highlighted on the toolbar. You have many options to change
the color, shape and size.
Adding ‘Flare’ to your Title Page
1. Click on the “Page Layout” menu
2. Choose either “Page Color” or “Page Borders” where you can
customize the look of your title page
Title relating to Landmark CaseSummary of the Landmark Case
(Subtitle)
Here is where you will summarize the Landmark case you
believe is the most important contribution to special education.
Summary of Contribution to Special Education (Subtitle)
Here is where you will explain how the Landmark case you’ve
chosen is the biggest contributor to special education relevant
to 21st century learning
Title relating to Special Education Terms
Here you will generate a list of ten terms, with authentic
examples, relating to special education that will be the most
useful and relevant to everyday classroom practice. Remember,
each must be written in your own words with citations that
support your interpretation
9. Title relating to assessment driving instructionSummary of how
formal assessments drive instruction
Here is where you will explain how formal assessments drive
instructional planning.
Summary of Informal Assessments
Here is where you will explain how formal assessments drive
instructional planning
Title relating to assessment driving instructionSummary of how
formal assessments drive instruction (Subtitle)
Here is where you will explain how formal assessments drive
instructional planning.
Summary of Informal Assessments (Subtitle)
Here is where you will explain how formal assessments drive
instructional planning
Title relating to Common Etiological Factors
Here is where you will list and explain common etiological
factors with students with mild to moderate disabilities
Title relating to Teaching TechniquesSummary of Teaching
Technique #1 (Subtitle)
10. Here is where you will identify teaching techniques for students
with common mild to moderate disabilities
Summary of Teaching Technique #2 (Subtitle)
Here is where you will identify teaching techniques for students
with common mild to moderate disabilities
Summary of Teaching Technique #3 (Subtitle)
Here is where you will identify teaching techniques for students
with common mild to moderate disabilities
Summary of Teaching Technique #4 (Subtitle)
Here is where you will identify teaching techniques for students
with common mild to moderate disabilities
Title relating to Proactive Behavior Strategies
Summary of Behavior Strategy #1 (Subtitle)
Here is where you explain proactive teaching strategies common
to children with mild to moderate disabilities
Summary of Behavior Strategy #2 (Subtitle)
Here is where you explain proactive teaching strategies common
to children with mild to moderate disabilities
Summary of Behavior Strategy #3 (Subtitle)
Here is where you explain proactive teaching strategies common
to children with mild to moderate disabilities
11. Summary of Behavior Strategy #4 (Subtitle)
Here is where you explain proactive teaching strategies common
to children with mild to moderate disabilities
Title relating to Informal AssessmentsInformal Assessment #1
(Subtitle)
Here is where you will explain the informal assessment
including how it will evaluate student progress at various
ability levels
Informal Assessment #2 (Subtitle)
Here is where you will explain the informal assessment
including how it will evaluate student progress at various
ability levels
Informal Assessment #3 (Subtitle)
Here is where you will explain the informal assessment
including how it will evaluate student progress at various
ability levels
Informal Assessment #4 (Subtitle)
Here is where you will explain the informal assessment
including how it will evaluate student progress at various
ability levels
12. References
Week 6 Final Paper Resource Manual
Since Mr. Franklin has been expressing his confusion regarding
special education and the students’ needs, you have decided to
create a user-friendly guide that has relevant resources,
definitions, examples, and family-based privacy information
specific to students with disabilities.
Instructions
As you move through the program, this manual will become a
resource of up-to-date information in the field of special
education. It can also be a rich source of documentation of
your work in this program as you consider entering or
continuing your work in the profession and field of special
education. Additionally, this manual will be a practical source
of your completed coursework in preparation for the Capstone
course.
Content Expectations:
· Explain one key landmark case that made the biggest impact
on special education.
· Define ten terms that will be most useful in everyday
classroom practice.
· Outline the importance of formal and informal assessments in
driving instructional planning.
· List at least three common etiological factors of students with
mild to moderate disabilities.
· Identify teaching techniques for students with common mild to
moderate disabilities in an inclusion classroom.
· Identify positive proactive behavior strategies for students
with common mild to moderate disabilities in an inclusion
classroom.
· Describe five easy to administer informal assessments to
evaluate student progress at various ability levels.
13. Written Expectations:
Using the template provided, compile the appropriate resources
within each section. Follow each section’s instructions and
complete as indicated within the template. Please note that there
is a minimum of four scholarly sources to be used including the
course textbook.
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric (Links to an
external site.) to ensure you have achieved the distinguished
levels of performance for each criterion. Next, submit your
document no later than Day 7.
Recommendation
The MASE program provides the opportunity for you to create
an online portfolio that can be used in your career development
and professional practice. Throughout the program you will
have various assessments that can be included in this e-portfolio
and these will be finalized in the last course of the MASE
program, Capstone course, ESE699. You may select this
assignment and subsequent coursework to include as artifacts.
Therefore, it is strongly encouraged you save your coursework
on a flash-drive (e.g., a USB removable drive) or store in a
cloud-based option such as Dropbox, GoogleDrive, or other
similar applications.
Instructor Guidance
Week Six
Introduction
The Council for Exceptional Children (CEC), comprised of
international education professionals, is a like-minded
community who share the common goal of improving
educational practices for students with disabilities. The
video Celebrate Exceptional (Links to an external site.)explains
how this organization celebrates exceptionality, diversity, and
individuality.
The Council for Exceptional Children is a premier education
organization, internationally renowned for its expertise and
14. leadership, working collaboratively with strategic partners to
ensure that children and youth with exceptionalities are valued
and full participating members of society. As a diverse and
vibrant professional community, CEC is a trusted voice in
shaping education practice and policy. (CEC, vision, 2015).
The CEC standardized a guide of ethical principles and
practices for special educators to meet the needs of students
with disabilities, respect the rights of the families they support,
create a learning environment founded on respect and
acceptance and commit to lifelong learning and professional
growth.
In addition to professional and ethical safeguards outlined by
the CEC, the federal law, Family Educational Rights and
Privacy Act (FERPA), was designed to ensure that the privacy
of student records (FERPA, n.d.). For students with a disability
covered under IDEA, there are additional provisions provided to
children and their families that include education records,
personal identifying information and dispute resolution outcome
(IDEA and FERPA, 2014). The Law of Student Records
or...FERPA Guy Explains It All to You! (Links to an external
site.) provides an authentic example of how teachers may
unintentionally violate a student’s right to privacy.
In Practice
Along with Henry, you have six other students identified as
having specialized academic and behavioral needs. Some of
these students may be falling behind in their academics. Others
may not appear engaged in the classwork or homework
activities. Yet others may appear to have a negative attitude.
You work hard to focus on creating a proactive positive
classroom environment, where every student feels safe and
embraced for their unique characteristics. During your lunch
break, you go to the teacher’s lounge where you overhear some
teachers talking about some of the other students with
15. disabilities in your class. One of the teachers is warning the
next grade’s successor of future students, their behavior
problems, IEP goals, and issues with the families during team
meetings. Being a new teacher, you tend to avoid conflict; but,
in this instance, you know that the student’s privacy rights are
being violated, and that if a visiting parent overheard this
conversation the school could be held liable for violating
FERPA laws.
Week Six Discussion
Children with disabilities are protected by various laws,
agencies, and organizations that are all aligned with the
common goal of respecting the rights and privacy of students
and their families. FERPA, CEC Ethical Principles and
Professional Standards, and the National Association of Special
Education Teachers (NASET) Code of Ethics are recognized as
the national guideline standards. During the Week Six
discussion board, you will explain how FERPA relates directly
to the CEC and NASET standard of ethics for special educators
and what characteristics and behaviors will make you stand out
as an ethical teacher. First, you will review the Code of Ethics
published by the CEC and by the NASET in the weekly required
reading. Then you will watch the Voicethread video posted in
the discussion board prompt. After watching the video, you will
create an initial response that answers how FERPA relate
directly to the CEC and NASET standard of ethics for special
educators and what characteristics and behaviors will make you
stand out as an ethical teacher?
For the second discussion board post this week you will watch
the video Creating Your Teacher Interview Portfolio (Links to
an external site.) and then reflect on how this course has helped
you determine your professional interests in the field of special
education. Think about how an online portfolio will give you a
competitive edge in the 21st-century job market. Consider new
16. ideas and topics you would like to learn more about and why.
For each discussion board post, make sure to use the Grading
Rubric as a self-checklist before submitting the final copy of
your assignment to confirm you have met or exceeded each
required expectation. The highest level of achievement on the
rubric is distinguished, which is only earned through exceeding
posted expectations at the proficiency level. Please remember
you are in a masters-level program. Therefore, your writing,
research, and content are held to graduate-level expectations.
Week Six Final Paper Guidance
As you complete your first year of teaching, you think about the
process of creating a partnership of respect, mutual
understanding, and professional comradery. You decide to end
the school year by creating a user-friendly guide with relevant
resources, special education terms and definitions, real-world
examples, and family-based privacy information specific to
students with disabilities for Mr. Franklin and other general
educators. For the final summative assignment, you will design
a resource manual of up-to-date information in the field of
special education. It can also be a rich source of documentation
of your work in this program as you consider entering the field
of special education and in preparation for the Capstone course,
the final class required to complete the Masters of Arts in
Special Education program.
The MASE program provides the opportunity to create an online
portfolio that can be used in your professional practice and also
in the final Capstone course, ESE699. You may select this
assignment and subsequent coursework to include as artifacts.
Therefore, it is strongly encouraged that you save your
coursework on a flash-drive (e.g., a USB removable drive) or
store in a cloud-based option such as Dropbox, GoogleDrive, or
other similar applications.
17. References
CEC. (2014). Mission & vision (Links to an external site.).
Retrieved from http://www.cec.sped.org/About-Us/Mission-and-
Vision
Classroom Caboodle. (2014, September 4). Creating your
teacher interview portfolio (Links to an external site.) (Links to
an external site.)[Video file]. Retrieved
from https://youtu.be/5GRQlfYACkY
Council for Exceptional Children. (2014, July 20). Celebrate
exceptional (Links to an external site.) [Video file]. Retrieved
from https://youtu.be/0f4o5KNO6-4
legaldigest. (2010, June 4). The law of student records or ...
FERPA guy explains it all to you! (Links to an external site.)
[Video file]. Retrieved from https://youtu.be/2HdyItsQK-Q
Surprenant, K., Miller, F., & Pasternak, S. (2014, June). IDEA
and FERPA confidentiality provisions (Links to an external
site.). Retrieved from
https://www2.ed.gov/policy/gen/guid/ptac/pdf/idea-ferpa.pdf
U.S. Department of Education. (n.d.). Family educational rights
and privacy act (FERPA) (Links to an external site.). Retrieved
from http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Required Resources
Text
Henley, M., Ramsey, R. S., & Algozzine, R. (2009).
Characteristics of and strategies for teaching students with mild
disabilities. Upper Saddle River, N.J: Pearson
· Chapter 11: Building Family Partnerships
Multimedia
Classroom Caboodle. (2013, September 4). Creating Your
Teacher Interview Portfolio (Links to an external site.) [Video
file]. Retrieved from
https://www.youtube.com/watch?v=5GRQlfYACkY
18. · This brief video outlines the importance and usefulness of
creating an online teacher interview portfolio. Included is
information on choosing appropriate artifacts and documents.
Accessibility Statement (Links to an external site.)Privacy
Policy (Links to an external site.)
Phillips, M. (2014, December 4). Ethics and
Responsibilities (Links to an external site.) [Presentation].
Retrieved from
https://voicethread.com/new/myvoice/#thread/6362620/3287516
1
· This is the prompt for the web-based application required for
the this week’s discussion board.
Accessibility Statement (Links to an external site.)Privacy
Policy
Websites
National Association of Special Education Teachers: Code of
ethics (Links to an external site.). (2007). Retrieved from
https://www.naset.org/2444.0.html
· Then National Association of Special Educators (NASET) has
published a code of ethics for all special educators to establish
a level of professional excellence.
Accessibility Statement does not exist.
Privacy Policy
Special education professional ethical principles and practice
standards (Links to an external site.). (2014). Retrieved from
http://www.cec.sped.org/Standards/Ethical-Principles-and-
Practice-Standards
· Special education teachers use the Council for Exceptional
Children (CEC) as the ‘gold star’ standard for ethical principles
and practices standards. The Special Education Professional
Ethical Principals outline the commitment to children and their
families required by all special educators.
Accessibility Statement does not exist.
Privacy Policy Recommended Resource
19. Multimedia
Usedgov. (2013, November 7). Student Privacy 101: FERPA for
Parents and Students (Links to an external site.) [Video file].
Retrieved from
https://www.youtube.com/watch?v=nhlDkS8hvMU
· This is the video used in Voicethread which includes closed
captions for those who require additional supports.
Accessibility Statement (Links to an external site.)Privacy
Policy