Weekly Discussion Board Rubric Meets Expectation .docx
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Weekly Discussion Board Rubric Meets Expectation Approaches Expectation Below Expectation Limited Evidence No Evidence Content, Research, and Analysis 5 Points 4 Points 3 Points 2 Points 0 Points Content Demonstrates excellent knowledge of concepts, skills, and theories relevant to topic. Demonstrates fair knowledge of concepts, skills, and theories. Demonstrates significantly flawed knowledge of concepts, skills, and theories. Demonstrates poor or absent knowledge of concepts, skills, and theories. Did not participate 5 Points 4 Points 3 Points 2 Points 0 Points Support Statements are well supported; posts extend discussion. Statements are partially supported; posts may extend discussion. Support is deficient; posts do not extend discussion. Statements are not supported. Did not participate 5 Points 4 Points 3 Points 2 Points 0 Points Writing Quality Writing is well organized, clear, concise, and focused; no errors. Some significant but not major errors or omissions in writing organization, focus, and clarity. Numerous significant but not major errors or omissions in writing organization, focus, and clarity. Numerous errors or omissions—at least some major—in writing organization, focus, and clarity. Did not participate 5 Points 4 Points 3 Points 2 Points 0 Points Timeliness Initial before deadline. Initial post 1 day late (Friday). Initial post 2 days late (Saturday). Initial post 3 days late (Sunday). Did not participate 5 Points 4 Points 3 Points 2 Points 0 Points Quantity Initial post and two other posts. Initial post and one other post. Initial post only. One post to colleague. Did not participate Points Possible: 25 OTL540 Critical Thinking Rubric - Module 1 Meets Expectation Approaches Expectation Below Expectation Limited Evidence Content, Research, and Analysis 13-15 Points 10-12 Points 7-9 Points 4-6 Points Requirements Includes all of the required components, as specified in the assignment, including assignment length and analysis of ID adoption from four bulleted perspectives. Includes most of the required components, as specified in the assignment. Includes some of the required components, as specified in the assignment. Includes few of the required components, as specified in the assignment. 9-10 Points 7-8 Points 5-6 Points 3-4 Points Content Demonstrates strong or adequate knowledge of instructional design models and their functions; correctly represents knowledge from the readings and sources. Some significant but not major errors or omissions in demonstration of knowledge. Major errors or omissions in demonstration of knowledge. Fails to demonstrate knowledge of the materials. 17-20 Points 13-16 Points 9-12 Points 5-8 Points Comparison Analysis Demonstrates strong or adequate comp.
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OTL520 Critical Thinking Rubric - Module 4 Criteria .docx
This document provides a rubric for evaluating critical thinking assignments in Module 4. It assesses content, research, analysis, mechanics, writing, and APA style. For content, the assignment must include instructional design considerations for three learning theories as they apply to the selected organization. For sources, two to three credible sources must be cited and integrated. For mechanics and writing, the assignment must be organized, well written, and follow proper formatting. For APA style, the assignment must demonstrate proper formatting with few errors. Overall, the rubric evaluates the quality, thoroughness, organization and proper citation of sources in the assignment.
OTL520 Critical Thinking Rubric - Module 5 Criteria .docx
OTL520
Critical Thinking Rubric - Module 5
Criteria Meets Expectation Approaches Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
29-35 Points 22-28 Points 15-21 Points 8-14 Points
Requirements Instructional design
considerations specific to
the selected organization
were present and included
adequate detail for all four
of the individual learning
preference topics presented
in the module:
• David Kolb’s four basic
learning styles
• Ned Herrmann’s brain-
based approach
• Visual, Auditor, &
Kinesthetic (VAK) model
• Howard Gardner’s
Multiple Intelligences
Instructional design
considerations specific to
the selected organization
were not included for one of
the individual learning
preference topics, or one of
the learning preference
topics did not include
enough detail.
Instructional design
considerations specific
to the selected
organization were not
included for two of the
individual learning
preference topics, or
two of the learning
preference topics did
not include enough
detail.
Instructional design
considerations
specific to the
selected organization
were not included for
three of the
individual learning
preference topics, or
three of the learning
preference topics did
not include enough
detail.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
learner preferences
presented in the module;
correctly represents
knowledge from the
readings and sources.
Some significant but not
major errors or omissions in
demonstration of
knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Failed to
demonstrate
knowledge of the
materials.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Sources Cites and integrates two to
three credible sources as
specified in description.
Cites and integrates one
credible source as specified
in description.
Cites and integrates
sources, but each lacks
credibility or clear
application to the
assignment.
Cites and integrates
no sources.
Mechanics and Writing
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly organized,
well written, and in proper
format as outlined in the
assignment. Strong
sentence and paragraph
structure; few errors in
grammar and spelling.
Project is fairly well
organized and written, and
is in proper format as
outlined in the assignment.
Reasonably good sentence
and paragraph structure;
significant number of errors
in grammar and spelling.
Project is poorly
organized; does not
follow proper paper
format. Inconsistent to
inadequate sentence
and paragraph
development;
numerous errors in
grammar and spelling.
Project is not
organized or well
written, and is not in
proper paper format.
Poor q.
Seu hcm515 critical thinking writing rubric module 6
This document outlines a rubric for evaluating critical thinking writing assignments in a module 6 course. It evaluates submissions on content, research, analysis, sources, and mechanics. For each category, it provides criteria for exceeds expectations, meets expectations, below expectations, and limited evidence. Points are assigned for each level of achievement in each category, with exceeds expectations receiving the most points and limited evidence receiving the fewest. The total possible points that can be earned is 105.
OTL531 Portfolio Project Rubric Criteria Meets Expectati.docx
OTL531: Portfolio Project Rubric
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
33‐40 Points 25‐32 Points 17‐24 Points 9‐16 Points
Requirements The Portfolio
includes all of the
required
components, as
specified in the
assignment.
The Portfolio
includes most of
the required
components, as
specified in the
assignment.
The Portfolio
includes some of
the required
components, as
specified in the
assignment.
The Portfolio
includes few of the
required
components, as
specified in the
assignment.
41‐50 Points 31‐40 Points 21‐30 Points 11‐20 Points
Content Demonstrates
strong or adequate
knowledge of the
materials; correctly
represents
knowledge from
the readings and
sources.
Some significant
but not major
errors or omissions
in demonstration
of knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Fails to
demonstrate
knowledge of the
materials.
49‐60 Points 37‐48 Points 25‐36 Points 13‐24 Points
Personal
Approaches and
Examples
Provides strong or
adequate
description of
personal
approaches and
well developed
personal examples
in support of
creating a personal
philosophy of
education.
Some significant
but not major
errors or omissions
in description of
personal
approaches and
personal examples
in support of
creating a personal
philosophy of
education.
Major errors or
omissions in
description of
personal
approaches and
personal examples
in support of
creating a personal
philosophy of
education.
Fails to describe
personal
approaches or
provide personal
examples in
support of creating
a personal
philosophy of
education.
49‐60 Points 37‐48 Points 25‐36 Points 13‐24 Points
Synthesis and
Evaluation
Demonstrates
strong or adequate
synthesis and
evaluation of
course concepts in
creating a personal
philosophy of
education.
Some significant
but not major
errors or omissions
in synthesis and
evaluation.
Major errors or
omissions in
synthesis and
evaluation.
Fails to
demonstrate
synthesis and
evaluation.
41‐50 Points 31‐40 Points 21‐30 Points 11‐20 Points
Sources
Cites and
integrates credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
Cites and
integrates credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
Cites and
integrates credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
Fails to cite or
integrate credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
OTL531: Portfolio Project Rubric
support of
learner’s response
to all guidelines or
questions posed in
the assignment.
support of
learner’s response
to not all, but at
least 60% of
guidelines or
questions posed in
the assignment.
support of
learner’s response
to 30% to 60% of
guidelines or
questions posed in .
OTL520 Critical Thinking Rubric - Module 2 Criteria .docx
OTL520
Critical Thinking Rubric - Module 2
Criteria Meets Expectation Approaches Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21 -25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements All required components of
the Organization Profile
and Analysis were present
and included adequate
detail, including:
• Name of Organization
• Business Strategy
(Mission, Values, and
Goals)
• Business Drivers
• Organizational Culture
• Environmental Factors
Affecting the
Organization.
The Organization Profile
and Analysis was missing
one component or one
component did not include
enough detail (e.g., name
of organization, business
strategy, business drivers,
organizational culture, or
environmental factors
affecting the organization).
The Organization Profile
and Analysis was missing
two components or two
components did not
include enough detail
(e.g., name of
organization, business
strategy, business
drivers, organizational
culture, or environmental
factors affecting the
organization).
The Organization
Profile and Analysis
was missing three or
more components or
three or more
components did not
include enough detail
(e.g., name of
organization,
business strategy,
business drivers,
organizational
culture, or
environmental
factors affecting the
organization).
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
the principles of client
analysis for instructional
design presented as in the
module; correctly
represents knowledge
from the readings and
sources.
Some significant but not
major errors or omissions
in demonstration of
knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Failed to
demonstrate
knowledge of the
materials.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Rationale Provides strong thought,
analysis, and rationale of
how the selected design
model aligns with the
selected organization.
Some significant but not
major errors or omissions
in thought, analysis, and
rationale.
Major errors or
omissions in thought,
analysis, and rationale.
Failed to
demonstrate
thought, analysis,
and rationale.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Sources Cites and integrates two to
three credible sources as
specified in description.
Cites and integrates one
credible source as
specified in description.
Cites and integrates
sources but each lacks
credibility or a clear
application to the
assignment.
Cites and integrates
no sources.
Mechanics and Writing
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly
organized, well written,
and in proper format as
outlined in the
assignment. Strong
sentence and paragraph
structure; few erro.
Choose one of the Case Studies from Chapter 13 using the Week.docx
Choose one of the Case Studies from Chapter 13 using the
Week 6: Case Study Choice
. Please summarize the case and discuss the questions that are asked with the case study presentation. Although it is not specifically asked, make sure that you are including aspects of immobility from Chapter 25 within the answers to the questions, and drawing ABGs on your patient, relaying the results (note you will need to make up what would be considered appropriate ABG results based on this case), and what those results mean in relation to your case study.
The case study I picked is : Cystic Fibrosis
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a m.
CLC - Productivity Measurement - RubricBenchmarking Data 1
This document outlines a rubric for evaluating presentations on productivity measurement. It provides criteria and point values for evaluating several aspects of presentations, including benchmarking data, educational requirements, licensing/certification, advancement opportunities, productivity measurements/evaluations, presentation content, layout, language/audience awareness, mechanics of writing, and documentation of sources. Key areas evaluated include comprehensiveness of explanations, clarity, thoroughness, coherence, persuasiveness, and use of reliable sources. The maximum total points awarded is 80.
OTL520 Critical Thinking Rubric - Module 6 Criteria .docx
OTL520
Critical Thinking Rubric - Module 6
Criteria Meets Expectation Approaches Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
37-45 Points 28-36 Points 19-27 Points 10-18 Points
Requirements All required
components of the
assignment were
present and included
adequate detail,
including:
• Three to five
learning objectives
• Indication of how
each objective will
be measured
• Identification of
critical content
needed for learners
to meet each
objective
• Organized and
sequenced content
The assignment was
missing one component
or one or more of the
following components did
not include enough
detail:
• Three to five learning
objectives
• Indication of how
each objective will be
measured
• Identification of
critical content
needed for learners
to meet each
objective
• Organized and
sequenced content
The assignment was
missing two components
or two or more of the
following components did
not include enough
detail:
• Three to five learning
objectives
• Indication of how
each objective will be
measured
• Identification of
critical content
needed for learners
to meet each
objective
• Organized and
sequenced content
The assignment was
missing three or more
components or three or
more of the following
components did not
include enough detail:
• Three to five learning
objectives
• Indication of how
each objective will be
measured
• Identification of
critical content
needed for learners
to meet each
objective
• Organized and
sequenced content
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
learning objectives;
correctly represents
knowledge from the
readings and sources.
Some significant but not
major errors or omissions
in demonstration of
knowledge.
Major errors or omissions
in demonstration of
knowledge.
Failed to demonstrate
knowledge of the
materials.
Mechanics and Writing
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly
organized, well written,
and in proper format as
outlined in the
assignment. Strong
sentence and paragraph
structure; few errors in
grammar and spelling.
Project is fairly well
organized and written,
and is in proper format as
outlined in the
assignment. Reasonably
good sentence and
paragraph structure;
significant number of
errors in grammar and
spelling.
Project is poorly
organized; does not
follow proper paper
format. Inconsistent to
inadequate sentence and
paragraph development;
numerous errors in
grammar and spelling.
Project is not organized
or well written, and is not
in proper paper format.
Poor quality work;
unacceptable in terms of
grammar and spelling.
9-10 Points 7-8 Points 5-6 Points 3-4 Point.
Recommended
OTL520 Critical Thinking Rubric - Module 4 Criteria .docx
This document provides a rubric for evaluating critical thinking assignments in Module 4. It assesses content, research, analysis, mechanics, writing, and APA style. For content, the assignment must include instructional design considerations for three learning theories as they apply to the selected organization. For sources, two to three credible sources must be cited and integrated. For mechanics and writing, the assignment must be organized, well written, and follow proper formatting. For APA style, the assignment must demonstrate proper formatting with few errors. Overall, the rubric evaluates the quality, thoroughness, organization and proper citation of sources in the assignment.
OTL520 Critical Thinking Rubric - Module 5 Criteria .docx
OTL520
Critical Thinking Rubric - Module 5
Criteria Meets Expectation Approaches Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
29-35 Points 22-28 Points 15-21 Points 8-14 Points
Requirements Instructional design
considerations specific to
the selected organization
were present and included
adequate detail for all four
of the individual learning
preference topics presented
in the module:
• David Kolb’s four basic
learning styles
• Ned Herrmann’s brain-
based approach
• Visual, Auditor, &
Kinesthetic (VAK) model
• Howard Gardner’s
Multiple Intelligences
Instructional design
considerations specific to
the selected organization
were not included for one of
the individual learning
preference topics, or one of
the learning preference
topics did not include
enough detail.
Instructional design
considerations specific
to the selected
organization were not
included for two of the
individual learning
preference topics, or
two of the learning
preference topics did
not include enough
detail.
Instructional design
considerations
specific to the
selected organization
were not included for
three of the
individual learning
preference topics, or
three of the learning
preference topics did
not include enough
detail.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
learner preferences
presented in the module;
correctly represents
knowledge from the
readings and sources.
Some significant but not
major errors or omissions in
demonstration of
knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Failed to
demonstrate
knowledge of the
materials.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Sources Cites and integrates two to
three credible sources as
specified in description.
Cites and integrates one
credible source as specified
in description.
Cites and integrates
sources, but each lacks
credibility or clear
application to the
assignment.
Cites and integrates
no sources.
Mechanics and Writing
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly organized,
well written, and in proper
format as outlined in the
assignment. Strong
sentence and paragraph
structure; few errors in
grammar and spelling.
Project is fairly well
organized and written, and
is in proper format as
outlined in the assignment.
Reasonably good sentence
and paragraph structure;
significant number of errors
in grammar and spelling.
Project is poorly
organized; does not
follow proper paper
format. Inconsistent to
inadequate sentence
and paragraph
development;
numerous errors in
grammar and spelling.
Project is not
organized or well
written, and is not in
proper paper format.
Poor q.
Seu hcm515 critical thinking writing rubric module 6
This document outlines a rubric for evaluating critical thinking writing assignments in a module 6 course. It evaluates submissions on content, research, analysis, sources, and mechanics. For each category, it provides criteria for exceeds expectations, meets expectations, below expectations, and limited evidence. Points are assigned for each level of achievement in each category, with exceeds expectations receiving the most points and limited evidence receiving the fewest. The total possible points that can be earned is 105.
OTL531 Portfolio Project Rubric Criteria Meets Expectati.docx
OTL531: Portfolio Project Rubric
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
33‐40 Points 25‐32 Points 17‐24 Points 9‐16 Points
Requirements The Portfolio
includes all of the
required
components, as
specified in the
assignment.
The Portfolio
includes most of
the required
components, as
specified in the
assignment.
The Portfolio
includes some of
the required
components, as
specified in the
assignment.
The Portfolio
includes few of the
required
components, as
specified in the
assignment.
41‐50 Points 31‐40 Points 21‐30 Points 11‐20 Points
Content Demonstrates
strong or adequate
knowledge of the
materials; correctly
represents
knowledge from
the readings and
sources.
Some significant
but not major
errors or omissions
in demonstration
of knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Fails to
demonstrate
knowledge of the
materials.
49‐60 Points 37‐48 Points 25‐36 Points 13‐24 Points
Personal
Approaches and
Examples
Provides strong or
adequate
description of
personal
approaches and
well developed
personal examples
in support of
creating a personal
philosophy of
education.
Some significant
but not major
errors or omissions
in description of
personal
approaches and
personal examples
in support of
creating a personal
philosophy of
education.
Major errors or
omissions in
description of
personal
approaches and
personal examples
in support of
creating a personal
philosophy of
education.
Fails to describe
personal
approaches or
provide personal
examples in
support of creating
a personal
philosophy of
education.
49‐60 Points 37‐48 Points 25‐36 Points 13‐24 Points
Synthesis and
Evaluation
Demonstrates
strong or adequate
synthesis and
evaluation of
course concepts in
creating a personal
philosophy of
education.
Some significant
but not major
errors or omissions
in synthesis and
evaluation.
Major errors or
omissions in
synthesis and
evaluation.
Fails to
demonstrate
synthesis and
evaluation.
41‐50 Points 31‐40 Points 21‐30 Points 11‐20 Points
Sources
Cites and
integrates credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
Cites and
integrates credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
Cites and
integrates credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
Fails to cite or
integrate credible
facts, quotes,
statistics,
examples, and/or
expert testimony in
OTL531: Portfolio Project Rubric
support of
learner’s response
to all guidelines or
questions posed in
the assignment.
support of
learner’s response
to not all, but at
least 60% of
guidelines or
questions posed in
the assignment.
support of
learner’s response
to 30% to 60% of
guidelines or
questions posed in .
OTL520 Critical Thinking Rubric - Module 2 Criteria .docx
OTL520
Critical Thinking Rubric - Module 2
Criteria Meets Expectation Approaches Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21 -25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements All required components of
the Organization Profile
and Analysis were present
and included adequate
detail, including:
• Name of Organization
• Business Strategy
(Mission, Values, and
Goals)
• Business Drivers
• Organizational Culture
• Environmental Factors
Affecting the
Organization.
The Organization Profile
and Analysis was missing
one component or one
component did not include
enough detail (e.g., name
of organization, business
strategy, business drivers,
organizational culture, or
environmental factors
affecting the organization).
The Organization Profile
and Analysis was missing
two components or two
components did not
include enough detail
(e.g., name of
organization, business
strategy, business
drivers, organizational
culture, or environmental
factors affecting the
organization).
The Organization
Profile and Analysis
was missing three or
more components or
three or more
components did not
include enough detail
(e.g., name of
organization,
business strategy,
business drivers,
organizational
culture, or
environmental
factors affecting the
organization).
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
the principles of client
analysis for instructional
design presented as in the
module; correctly
represents knowledge
from the readings and
sources.
Some significant but not
major errors or omissions
in demonstration of
knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Failed to
demonstrate
knowledge of the
materials.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Rationale Provides strong thought,
analysis, and rationale of
how the selected design
model aligns with the
selected organization.
Some significant but not
major errors or omissions
in thought, analysis, and
rationale.
Major errors or
omissions in thought,
analysis, and rationale.
Failed to
demonstrate
thought, analysis,
and rationale.
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Sources Cites and integrates two to
three credible sources as
specified in description.
Cites and integrates one
credible source as
specified in description.
Cites and integrates
sources but each lacks
credibility or a clear
application to the
assignment.
Cites and integrates
no sources.
Mechanics and Writing
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly
organized, well written,
and in proper format as
outlined in the
assignment. Strong
sentence and paragraph
structure; few erro.
Choose one of the Case Studies from Chapter 13 using the Week.docx
Choose one of the Case Studies from Chapter 13 using the
Week 6: Case Study Choice
. Please summarize the case and discuss the questions that are asked with the case study presentation. Although it is not specifically asked, make sure that you are including aspects of immobility from Chapter 25 within the answers to the questions, and drawing ABGs on your patient, relaying the results (note you will need to make up what would be considered appropriate ABG results based on this case), and what those results mean in relation to your case study.
The case study I picked is : Cystic Fibrosis
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a m.
CLC - Productivity Measurement - RubricBenchmarking Data 1
This document outlines a rubric for evaluating presentations on productivity measurement. It provides criteria and point values for evaluating several aspects of presentations, including benchmarking data, educational requirements, licensing/certification, advancement opportunities, productivity measurements/evaluations, presentation content, layout, language/audience awareness, mechanics of writing, and documentation of sources. Key areas evaluated include comprehensiveness of explanations, clarity, thoroughness, coherence, persuasiveness, and use of reliable sources. The maximum total points awarded is 80.
OTL520 Critical Thinking Rubric - Module 6 Criteria .docx
OTL520
Critical Thinking Rubric - Module 6
Criteria Meets Expectation Approaches Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
37-45 Points 28-36 Points 19-27 Points 10-18 Points
Requirements All required
components of the
assignment were
present and included
adequate detail,
including:
• Three to five
learning objectives
• Indication of how
each objective will
be measured
• Identification of
critical content
needed for learners
to meet each
objective
• Organized and
sequenced content
The assignment was
missing one component
or one or more of the
following components did
not include enough
detail:
• Three to five learning
objectives
• Indication of how
each objective will be
measured
• Identification of
critical content
needed for learners
to meet each
objective
• Organized and
sequenced content
The assignment was
missing two components
or two or more of the
following components did
not include enough
detail:
• Three to five learning
objectives
• Indication of how
each objective will be
measured
• Identification of
critical content
needed for learners
to meet each
objective
• Organized and
sequenced content
The assignment was
missing three or more
components or three or
more of the following
components did not
include enough detail:
• Three to five learning
objectives
• Indication of how
each objective will be
measured
• Identification of
critical content
needed for learners
to meet each
objective
• Organized and
sequenced content
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Content Demonstrates strong or
adequate knowledge of
learning objectives;
correctly represents
knowledge from the
readings and sources.
Some significant but not
major errors or omissions
in demonstration of
knowledge.
Major errors or omissions
in demonstration of
knowledge.
Failed to demonstrate
knowledge of the
materials.
Mechanics and Writing
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly
organized, well written,
and in proper format as
outlined in the
assignment. Strong
sentence and paragraph
structure; few errors in
grammar and spelling.
Project is fairly well
organized and written,
and is in proper format as
outlined in the
assignment. Reasonably
good sentence and
paragraph structure;
significant number of
errors in grammar and
spelling.
Project is poorly
organized; does not
follow proper paper
format. Inconsistent to
inadequate sentence and
paragraph development;
numerous errors in
grammar and spelling.
Project is not organized
or well written, and is not
in proper paper format.
Poor quality work;
unacceptable in terms of
grammar and spelling.
9-10 Points 7-8 Points 5-6 Points 3-4 Point.
Final Written Assignment 3InstructionsRequirements include,.docx
Final Written Assignment 3
Instructions
Requirements include,
Cover Page with Name, Date, and Title of Assignment
Use headings to separate the sections of the paper (use the Questions selected)
Page numbers
Double-spacing
Times New Roman, size 12
Use a minimum of four sources (from the past four years) for each response
In-text citations in APA style and 5 to 6 pages
Reference page using APA style
Select any four of these six topics for your Final Written Assignment:
1.
It has been said that "a company that deserves a union gets one," suggesting that if proper leadership and motivation techniques are employed and desirable policies devised, the workers will not want to unionize. Either agree or disagree with this philosophy. Support your position and explain what a company could do to create an environment where workers will not want to unionize.
2.
Some means of resolving negotiations impasses involve economic weapons (e.g. strikes and lockouts). There are other means of impasse resolution that do not involve the use of economic weapons (e.g. fact finding, mediation, med/arb/interest arb, etc.). Select two (2) non- economic means of impasse resolution, 1) explain how each one functions and 2) discuss the relative pros and cons of each.
3.
Unions have declined as a percentage of the workforce in the private sector. With this decline, have career and workplace dissatisfaction and alienation increased? If so, why is this so? If not, why not? Support your position.
4.
List and discuss some of the advantages and disadvantages in using seniority as a factor to determine shift preference or overtime assignments.
5.
Identify two different steps a company should take to prepare for its first round of bargaining with the union pre-negotiation activities. Explain why each of the steps you have identified is critical to achieving an initial successful collective bargaining agreement with the union.
6.
Identify and explain the major ways in which the government is an important participant in the labor relations.
RUBRIC FOR FINAL WRITTEN ASSIGNMENT 3
Criteria 1
Exceeds Expectations
5 points
Meets Expectations
4 points
Meets Some Expectations
3 points
Does Not Meet Expectations
2 points
Not Included
0 points
Organization
(maximum of 5 points)
Arranges ideas clearly and logically to support the purpose or argument; ideas flow smoothly and are effectively linked; reader can follow the line of reasoning
Arranges ideas adequately to support the purpose or argument; links between ideas are generally clear; reader can follow the line of reasoning for the most part
Arranges ideas adequately, in general, although ideas sometimes fail to make sense together; reader remains fairly clear about what writer intends
Arranges ideas illogically; ideas frequently fail to make sense together; reader cannot identify a line of reasoning and becomes frustrated or loses interest
Criteria 2
Exceeds Expectations
15 points
Meets Expectations
12 points
Meets.
Referencing using Murdoch’s Library Listing (APA shown) He.docx
Referencing using Murdoch’s Library Listing (APA shown)
Here is the book I want to reference. Clicking on the quote marks to the right of the listing will give me the referencing options
To format list with a Hanging Indent, highlight the entries and press Control_T.
Before:
Eldridge, D. E., Quee, M., & Australian Institute of Health and Welfare. (2012). Social and emotional wellbeing:
Development of a children's headline indicator : Information paper. Canberra, ACT: Australian Institute of Health and
Welfare.
After:
Eldridge, D. E., Quee, M., & Australian Institute of Health and Welfare. (2012). Social and emotional wellbeing:
Development of a children's headline indicator : Information paper. Canberra, ACT: Australian Institute of Health
and Welfare.
To alphabetise your Reference List, highlight the full list and click the sort icon on Word.
J J Murphy | 2018
Copy and paste the reference into your
Reference List. CHECK that the listing is
correct using the Murdoch APA
Referencing Guide.
NR512
HealthIT Topic of Week Assignment
Guidelines with Scoring Rubric
Purpose
This assignment is designed to help students
Develop an appreciation for informatics, basic skills and knowledge required in practice settings. Students will select a “hot” or popular topic of particular interest to their practice to discuss. The topic will be selected from the website using the link provided in the course Assignments section.
Due Date: Sunday 11:59 p.m. MT at the end of Week 5.
Total Points Possible: 175
Requirements
Students will login to FierceEMR and FierceHealthIT using the link provided in the reading assignment module for Week 5 and select a “current/popular” topic of the week that may impact their practice. Students, in a professionally developed paper, will discuss the rationale for choosing the topic, how it will impact practice in a positive or negative manner, citing pros and cons. Include a discussion of how informatics skills and knowledge were used in the process relevance to developing the assignment. In the conclusion, provide recommendations for the future. Submit completed FierceHealthIT Topic paper for Wk. 5 to dropbox by end of Week 5. Preparing the paper
1. The FierceEMR and FierceHealthIT Current/Popular Topic of the Week assignment must be a professional, scholarly prepared paper. See the guidelines for writing a professional, scholarly paper in the Course Resources. The professional paper will have an introduction, body of paper to explain what you are doing, summary/conclusion, and at least three scholarly references.
2. Required texts may be used as references, but a minimum of three sources must be from outside of course readings.
3. All aspects of the paper must be in APA format as expressed in the 6th edition.
4. The paper (excluding the title page, introduction and reference page) is 4-6 pages in length.
5. Ideas and information from professional sources must be cited correctly.
6. Gr.
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docx
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
SMB350 Portfolio Project Rubric Criteria Meets Expecta.docx
SMB350
Portfolio Project Rubric
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Preliminary
Deliverables
Delivered
acknowledgement
of Initial Review of
Portfolio in Week
1, and First Draft of
Portfolio in Week
6, as specified in
the assignment.
Delivered
acknowledgement
of Initial Review of
Portfolio in Week
1, and First Draft of
Portfolio in Week
6, as required with
a significant
omission or error.
Delivered
acknowledgement
of Initial Review of
Portfolio in Week
1, OR First Draft of
Portfolio in Week
6, as required, but
not both.
Did not deliver
acknowledgement
of Initial Review of
Portfolio in Week
1, or First Draft of
Portfolio in Week
6, as required.
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Requirements The Portfolio
includes all of the
required
components, as
specified in the
assignment.
The Portfolio
includes most of
the required
components, as
specified in the
assignment.
The Portfolio
includes some of
the required
components, as
specified in the
assignment.
The Portfolio
includes few of the
required
components, as
specified in the
assignment.
41-50 Points 31-40 Points 21-30 Points 11-20 Points
Content Demonstrates
strong or adequate
knowledge of the
materials; correctly
represents
knowledge from
the readings and
sources regarding
the plan to
approach an Angel
Investor.
Some significant
but not major
errors or omissions
in demonstration
of knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Fails to
demonstrate
knowledge of the
materials.
49-60 Points 37-48 Points 25-36 Points 13-24 Points
Application Demonstrates
strong or adequate
application of key
course concepts to
the development
of the plan to
approach an Angel
Investor.
Some significant
but not major
errors or omissions
in application.
Major errors or
omissions in
application.
Fails to
demonstrate
application of key
concepts to the
plan.
SMB350
Portfolio Project Rubric
49-60 Points 37-48 Points 25-36 Points 13-24 Points
Analysis Provides strong or
adequate thought,
insight and analysis
in development of
the components of
the plan, as
specified in the
assignment.
Some significant
but not major
errors or omissions
in thought, insight
and analysis.
Major errors or
omissions in
thought, insight
and analysis.
Fails to
demonstrate
thought, insight
and analysis.
17-20 Points 13-16 Points 9-12 Points 5-8 Points
Sources Cites and
integrates at least
four credible
sources.
Cites and
integrates three
credible sources.
Cites and
integrates two
credible sources.
Cites and
integrates one or
fewer credible
sources.
17-20 Points 13-16 Points 9-12 Points 5-8 Points
Application of
Source Material
Sources well or
adequately chosen
to provide
substance.
Top of FormBottom of FormEnterprise Architecture Enables Proce.docx
Top of Form
Bottom of Form
Enterprise Architecture Enables Processes Paper
Purpose of this Assignment
This assignment gives you the opportunity to apply your critical thinking skills and understanding of the course concepts to explain how the enterprise architecture (EA) and/or the EA program supports the other IT management processes of an organization. This assignment specifically addresses the following course outcomes:
· describe enterprise architecture (EA), the appropriate application of EA frameworks, and an overall ongoing EA program
· analyze and examine how enterprise architecture and enterprise systems influence, support, and enable an organization's ability to contribute to strategic decision making and to respond and adapt to the business environment
· apply EA concepts to support business requirements and identify opportunities for enterprise solutions
Assignment
As you have learned throughout the course, EAs can be used to support a wide variety of information technology management processes, and an EA program strengthens IT management activities. A well-defined and implemented EA contributes significantly to each of the phases of the systems development life cycle (SDLC). For this assignment you will write a 3-5 page paper (not counting any cover sheet or reference pages) that explains briefly what enterprise architecture (EA) is and then how it supplements and enables each of the phases of the SDLC:
· initiation/planning/concept phase
· requirements analysis phase
· design phase
· development phase
· integration and testing phase
· implementation/deployment/support/maintenance phase
You should explain how EA enables each phase, how it fits into each phase, and what unique qualities or capabilities a well-defined EA contributes that might not otherwise be available to the organization.
The use of at least two external scholarly resources (other than class materials) is required. (NOTE: More than two external resources are required to receive all possible points; see Grading Rubric below.) You should use scholarly journals (rather than Wikipedia and author-less website postings). Remember to correctly cite and reference all sources using APA format.
Grading Rubric
Use the rubric below to be sure you have covered all aspects of the assignment.Criteria
90-100%
Far Above Standards
80-89%
Above Standards
70-79%
Meets Standards
60-69%
Below Standards
< 60%
Well Below Standards
Possible Points
Intro-duction
5 Points
A sophisticated introduction sets the stage for the paper.
4 Points
A well-written introduction sets the stage for the paper.
3.5 Points
The introduction adequately sets the stage for the paper.
3 Points
The introduction does not adequately set the stage for the paper.
0-2 Points
No introduction included.
5
Explana-tion of Enterprise Architec-ture
13-15 Points
Explanation is brief but clear; is complete enough to set the stage for the paper; and demonstrates a sophisticated understanding of course concepts.
1 ...
MGT520 Critical Thinking Writing Rubric - Module 10 .docx
MGT520
Critical Thinking Writing Rubric - Module 10
Exceeds
Expectation
Meets Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements Exceeds
Expectation -
Includes all of the
required
components as
specified in the
assignment.
Meets Expectation-
Includes most of
the required
components as
specified in the
assignment.
Below Expectation-
Includes some of
the required
components as
specified in the
assignment.
Limited Evidence -
Includes few of the
required
components as
specified in the
assignment.
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Content Exceeds
Expectation -
Demonstrates
substantial and
extensive
knowledge of the
materials, with no
errors or major
omissions.
Meets Expectation-
Demonstrates
adequate
knowledge of the
materials; may
include some
minor errors or
omissions.
Below Expectation-
Demonstrates fair
knowledge of the
materials and/or
includes some
major errors or
omissions.
Limited Evidence -
Fails to
demonstrate
knowledge of the
materials and/or
includes many
major errors or
omissions.
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Analysis Exceeds
Expectation -
Provides strong
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Meets Expectation-
Provides adequate
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Below Expectation-
Provides poor
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Limited Evidence -
Provides little or no
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Sources Exceeds
Expectation -
Sources go above
and beyond
required criteria,
and are well
chosen to provide
effective
substance and
perspectives on
the issue under
examination.
Meets Expectation-
Sources meet
required criteria
and are adequately
chosen to provide
substance and
perspectives on the
issue under
examination.
Below Expectation-
Sources meet
required criteria,
but are poorly
chosen to provide
substance and
perspectives on the
issue under
examination.
Limited Evidence -
Source selection
and integration of
knowledge from
the course is
clearly deficient.
Mechanics and Writing
5 Points 4 Points 3 Points 1-2 Points
Demonstrates Exceeds Meets Expectation- Below Expectation- Limited Evidence -
MGT520
Critical Thinking Writing Rubric - Module 10
college-level
proficiency in
organization,
grammar and
style.
Expectation -
Project is clearly
organized, well
written, and in
proper format as
outlined in the
assignment. Strong
sentence and
paragraph
structure; contains
no errors in
grammar, spelling,
APA style, or APA
citations and
references..
MGT520 Critical Thinking Writing Rubric - Module 10 .docx
MGT520
Critical Thinking Writing Rubric - Module 10
Exceeds
Expectation
Meets Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements Exceeds
Expectation -
Includes all of the
required
components as
specified in the
assignment.
Meets Expectation-
Includes most of
the required
components as
specified in the
assignment.
Below Expectation-
Includes some of
the required
components as
specified in the
assignment.
Limited Evidence -
Includes few of the
required
components as
specified in the
assignment.
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Content Exceeds
Expectation -
Demonstrates
substantial and
extensive
knowledge of the
materials, with no
errors or major
omissions.
Meets Expectation-
Demonstrates
adequate
knowledge of the
materials; may
include some
minor errors or
omissions.
Below Expectation-
Demonstrates fair
knowledge of the
materials and/or
includes some
major errors or
omissions.
Limited Evidence -
Fails to
demonstrate
knowledge of the
materials and/or
includes many
major errors or
omissions.
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Analysis Exceeds
Expectation -
Provides strong
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Meets Expectation-
Provides adequate
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Below Expectation-
Provides poor
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Limited Evidence -
Provides little or no
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Sources Exceeds
Expectation -
Sources go above
and beyond
required criteria,
and are well
chosen to provide
effective
substance and
perspectives on
the issue under
examination.
Meets Expectation-
Sources meet
required criteria
and are adequately
chosen to provide
substance and
perspectives on the
issue under
examination.
Below Expectation-
Sources meet
required criteria,
but are poorly
chosen to provide
substance and
perspectives on the
issue under
examination.
Limited Evidence -
Source selection
and integration of
knowledge from
the course is
clearly deficient.
Mechanics and Writing
5 Points 4 Points 3 Points 1-2 Points
Demonstrates Exceeds Meets Expectation- Below Expectation- Limited Evidence -
MGT520
Critical Thinking Writing Rubric - Module 10
college-level
proficiency in
organization,
grammar and
style.
Expectation -
Project is clearly
organized, well
written, and in
proper format as
outlined in the
assignment. Strong
sentence and
paragraph
structure; contains
no errors in
grammar, spelling,
APA style, or APA
citations and
references..
Reflection Prompts 1. What were your initial expectations abou.docx
Reflection Prompts
1. What were your initial expectations about the Service Learning project in this class? Have these expectations changed? How?
2. What about your community involvement has been an eye-opening experience?
3. How has your understanding of the community changed as a result of your participation in this project?
4. What did you learn about yourself by participating in this service project? What did you learn about working together as a team?
5. Did you learn something new (scientific or otherwise) from completing your own project? Did you learn something new from viewing your classmates’ presentations and viewing the blog?
Reflection Essay Rubric
Criteria Superior (20-25 points) Sufficient (10-20 points) Minimal (1-10 points) Unacceptable (0 points)
Depth of
Reflection
Response demonstrates an in-depth
reflection on, and personalization
of, the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are insightful and
well supported. Clear, detailed
examples are provided, as
applicable.
Response demonstrates a general
reflection on, and personalization of,
the theories, concepts, and/or strategies
presented in the course materials to
date. Viewpoints and interpretations are
supported. Appropriate examples are
provided, as applicable.
Response demonstrates a
minimal reflection on, and
personalization of, the theories,
concepts, and/or strategies
presented in the course materials to
date. Viewpoints and
interpretations are unsupported or
supported with flawed arguments.
Examples, when applicable, are not
provided or are irrelevant to the
assignment.
Response is not provided or response
demonstrates a lack of reflection on, or
personalization of, the theories,
concepts, and/or strategies presented in
the course materials to date.
Required
Components
Response includes all components
and meets or exceeds all
requirements indicated in the
instructions. Each question or part
of the assignment is addressed
thoroughly.
Response includes all components and
meets all requirements indicated in the
instructions. Each question or part of
the assignment is addressed. All
attachments and/or additional
documents are included, as required.
Response is missing some
components and/or does not fully
meet the requirements indicated in
the instructions. Some questions or
parts of the assignment are not
addressed. Some attachments and
additional documents, if required,
are missing or unsuitable for the
purpose of the assignment.
Response excludes essential
components and/or does not address
the requirements indicated in the
instructions. Many parts of the
assignment are addressed minimally,
inadequately, and/or not at all.
Structure
Writing is clear, concise, and well
organized with excellent
sentence/paragraph construction.
Th ...
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
Performance Management and Training Scoring GuideCRITERIA NO.docx
This document provides a scoring guide for assessing performance on a training and performance management assignment. It outlines six criteria that will be evaluated at different performance levels from non-performance to distinguished. The criteria include describing the organization's performance management system, explaining formal and informal feedback processes, analyzing best practices to improve employee performance, analyzing the importance of training, explaining how training and performance management protect against litigation, and writing in a professional style. Students will be scored on their adherence to requirements, writing quality, critical analysis, structure, referencing, and other factors to determine their final grade.
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to vaccinations. Please read the following scenario and for your initial post; be sure to address all the questions posed by the scenario and include at least three scholarly sources within your initial post.
Patient #1
: Two five-year-old girls are on your schedule for a kindergarten physical. The foster parent of one of the children indicates she received all her immunization from birth to one year of age, but after that the child has not had any further vaccines. The second child appears to have been vaccinated per the CDC schedule.
Is there a difference in the immunization plan you will initiate today for these two patients? Why or why not?
What immunizations will you be ordering for each of these two patients today?
RUBRIC
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the convers.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Focus System - HEENT NECKReflect on the focus area or syste.docx
Focus System - HEENT /NECK
Reflect on the focus area or system(s) for the week.
What challenges might you anticipate in completing this assessment?
What differences might you anticipate when assessing patients across the lifespan?
Share findings from scholarly resources that help in the performance of this assessment.
Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note:
The value of each of the criterion on this rubric represents a point range.
(example: 17-0 points)
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly reference sup.
Option 2 The SMART SystemSubmit a paper that examines the SMART.docx
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1. Assess the challenges in establishing quality and risk management goals in complex organizations.
2. Infer the linkages between improvement goal statements and actions to achieve desired results.
3. Evaluate the advantages and disadvantages of different types of goal statements.
Your paper should be well-written and meet the following requirements:
· 4-5 pages in length (excluding title and reference pages)
· Formatted according to the CSU-Global Guide to Writing and APA Requirements.
· Include at least six references from the peer-reviewed articles. The CSU-Global Library is a good place to find peer-reviewed articles.
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1.
Assess the challenges in establishing quality and risk management goals in complex organizations.
2.
Infer the linkages between improvement goal statements and actions to achieve desired results.
3.
Evaluate the advantages and
disadvantages of different types of goal statements.
Your paper should be well
-
written and meet the following requirements:
·
4
-
5 pages in length (excluding title and reference pages)
·
Formatted according to the
CSU
-
Global Guide to Writing and APA Requirements
.
·
Include at least six references from the peer
-
reviewed articles. The CSU
-
Global Library is a good
place to
find peer
-
reviewed articles.
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1. Assess the challenges in establishing quality and risk management goals in complex organizations.
2. Infer the linkages between improvement goal statements and actions to achieve desired results.
3. Evaluate the advantages and disadvantages of different types of goal statements.
Your paper should be well-written and meet the following requirements:
4-5 pages in length (excluding title and reference pages)
Formatted according to the CSU-Global Guide to Writing and APA Requirements.
Include at least six references from the peer-reviewed articles. The CSU-Global Library is a good
place to find peer-reviewed articles.
HCM370
Critical Thinking Rubric – Module 5
Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Requirements The paper includes
all of the required
components, as
specified in the
assignment.
The paper includes
most of the
required
components, as
specified in the
assignment.
The paper includes
some of the
required
components, as
specified in the
assignment.
The paper includes
few of the required
components, as
specified in the
assignment.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Content Demonstrates
strong or adequa.
Discussion Question Rubric – 100 PointsCriteriaExemplaryExce.docx
Discussion Question Rubric – 100 Points
Criteria
Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total Points
Quality of Initial Post
Provides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support important points.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points
40
Peer Response Post
Offers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post (minimum of two).
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number of reply posts.
Most instruction requirements are noted.
31 points
Post is primarily a summation of peer’s post without further synthesis of course content.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Did not follow instructions regarding number of reply posts.
Missing reference from both peer posts.
Missing several instruction requirements.
Submits post late.
27 points
40
Frequency of Distribution
Initial post and two peer posts made on three separate days.
All instruction requirements noted.
10 points
Initial post and two peer posts made on two separat ...
OTL520 Portfolio Project Rubric Criteria Meets Expectatio.docx
OTL520: Portfolio Project Rubric
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
37-45 Points 28-36 Points 19-27 Points 10-18 Points
Requirements The Portfolio
includes all of the
required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
The Portfolio
includes all but one
of the required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
The Portfolio
includes all but two
of the required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
The Portfolio
includes all but
three of the
required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
49-60 Points 37-48 Points 25-36 Points 13-24 Points
Content Demonstrates
strong or adequate
knowledge of
instructional
design. All
information is
clear, appropriate,
and correct.
Some significant
but not major
errors or omissions
in demonstration
of knowledge of
instructional
design.
Major errors or
omissions in
demonstration of
knowledge of
instructional
design.
Fails to
demonstrate
knowledge of
instructional
design.
49-60 Points 37-48 Points 25-36 Points 13-24 Points
Synthesis and
Evaluation
Demonstrates
strong or adequate
synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
Some significant
but not major
errors or omissions
in synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
Major errors or
omissions in
synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
Fails to
demonstrate
synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
37-45 Points 28-36 Points 19-27 Points 10-18 Points
Presentation and
Project Style
Strong evidence of
preparation,
organization and
creativity. The
overall blueprint is
professional,
polished, and
original.
Some evidence of
preparation,
organization, and
creativity. The
overall blueprint is
well crafted.
Evidence of
preparation,
organization, and
creativity is limited.
The overall
blueprint appears
to have limited
thought or effort
toward details and
neatness.
No evidence of
preparation,
organization or
creativity. The
overall blueprint is
inadequate in
thought, effort,
and neatness.
OTL520: Portfolio Project Rubric
33-40 Points 25-32 Points 17-24 Points 9-16 Points
Professional
Reflection
Demonstrates
strong or adequate
professional
reflection on
blueprint design
process and
practical
applications.
Some significant
but not major
errors or omissions
in professional
reflection.
Major errors or
omissions in
professional
reflection.
Fails to
demonstrate
professional
reflection.
13-15 Points 10-12 Points 7-9 Poin.
With regards to this article, I agree and disagree on certain leve.docx
With regards to this article, I agree and disagree on certain levels pertaining to racism in video games. I have been playing video games since the Nintendo days and I have noticed many stereotypes in video games that Evan has pointed out. Although Evan feels that all black characters are subject to stereotypes, there are bunches of game characters that I believe are not under this category and are in fact very ambitious characters. For example, Lee Everett from the Walking Dead: Season 1 game, Captain Anderson from the Mass Effect Trilogy, Franklin from Grand Theft Auto V and Sgt. Johnson from the Halo series. The problem I have with Evan's critique is the fact that he is judging black characters based on how they act and look, something that society does to members of the visible minority in the real world. Majority of the characters that are in question may seem stereotypical at first but if you delve deeper into their character you start to realize that there is depth behind that person rather than just big muscles and a loud mouth. In my opinion, whenever I play a video game I can care less what the race of my character is and I look more towards their development as a character and the story that it is telling. Many "gamers" share this same opinion from research I have done and even in the comment section of this article. I get the notion that he is looking for a character that is "white" but the problem is whenever a black character is given the same characteristics as a white character, they are not well received and are made fun of for being "white washed". There seems to be a double standard with how black characters are portrayed and is also something that will unfortunately never be able to appease to everyone due to the fact that everyone shares a different opinion on how certain types of characters should be portrayed.
3/25/2014
1/11
The Social Construction of "Race"
As our discussions have revealed over the past few weeks, negative or stereotypical representation in media
has real consequences. Such representations not only reflect but also reinforce the marginality of minority
groups. Thus, it follows that the political empowerment of subordinate groups in society--such as women,
youth, people with disabilities, gays and lesbians, the poor--depends in part on changing the way these
groups are represented.
How can we think about the issues of representation and empowerment in relation to racial minorities? First,
we need to gain a better understanding of the social construction of racial and ethnic identity.
Ethnicity
'Ethnicity' and 'race' are linked but distinct categories. Ethnicity is a broad social category that addresses
one’s perceived membership in a larger group based on an attachment to an actual or possible homeland, its
cultural heritage, belief system, political history, language, myths, customs, manners, food, literature, sport, art
or architectural style. Ethnic affiliations are acknowledged and pa.
WIT Financial Accounting Test Ch.docx
WIT Financial Accounting Test Chapters 5 and 6
1. From the adjusted trial balance for Worker Products Company given below, prepare a multiple-step income statement in good form.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
2. From the adjusted trial balance for Worker Products Company given below, prepare the necessary closing entries.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
3. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the LIFO periodic inventory method, what would be the cost of the ending inventory?
4. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the FIFO periodic inventory method, what would be the cost of the ending inventory?
5. Flaxco purchases inventory from overseas and incurs the following costs: the cost of the merchandise is $50,000, credit terms are 2/10, n/30 that apply only to the $50,000; FOB shipping point freight charges are $1,500; insurance during transit is $500; and import duties .
Windows Server Deployment ProposalOverviewEach student will .docx
Windows Server Deployment Proposal
Overview
Each student will create a detailed, organized, unified technical solution given the scenario described below. The submission will be in a written format, with at least one diagram, and may include additional diagrams, charts or tables. The assignment is meant for students to enhance their mastery of the material and to provide a creative and realistic way in which to apply knowledge from this course.
Scenario
Worldwide Advertising, Inc. (referred to as “WAI”) has hired you as an IT consultant for implementing their Windows network infrastructure. WAI is a new advertising firm, and they are currently hiring staff, establishing two locations, and have a need to get their internal IT services configured. They do not yet have an IT staff, but when they do, the IT staff will take over all aspects of IT administration. You are required to supply WAI with a solution which describes the implementation and configuration of their core IT services. Cost is not a significant concern – WAI wishes to implement the “right” solution to fit their needs now and for the next 2-3 years.
There are several details about WAI which will have an impact on your choices:
· WAI will start with 110 employees, in the following departments:
· Executives (9 employees) – manage and run the company
· Accounts and Sales Department (15 employees) – perform market research and maintain accounts
· Creative, Media and Production Department (59 employees) – advertising
· Human Resources and Finances (17 employees) – perform HR and financial duties
· IT (10 employees) – manage IT for the company
· WAI will have two sites, one in Seattle and one in New York. Most staff will be located in Seattle, with at least 1 person from each of the departments above located in NY.
· Networking equipment is already in place for both sites. A secure tunnel (using IPSec) will be established between the two sites so that inter-site traffic will be securely tunneled over the Internet. You may make whatever other assumptions you wish about intra-and inter-site connectivity.
· Security mechanisms (e.g., firewalls, intrusion detection) will be handled separately, and there is no need to describe them.
· Some departments will want their data to remain private from other departments (e.g., Finances personnel will not want Production staff to see the company’s financial details). Your team may make assumptions about how data should be shared or kept private.
· Assumptions can be made regarding any information not included here; all assumptions should be identified, however.
Topics to Cover
Your document should cover the content presented in the course. The outline below contains recommended points to cover. You are free to add other related information.
Describe the technical and business reasons for each choice, citing other resources as appropriate.
The Windows Server 2012 operating system should be used for all aspects of the solution.
The topics inclu.
Wireshark Lab TCP v6.0 Supplement to Computer Networking.docx
Wireshark Lab: TCP v6.0
Supplement to Computer Networking: A Top-Down
Approach, 6th ed., J.F. Kurose and K.W. Ross
“Tell me and I forget. Show me and I remember. Involve me and I
understand.” Chinese proverb
© 2005-21012, J.F Kurose and K.W. Ross, All Rights Reserved
In this lab, we’ll investigate the behavior of the celebrated TCP protocol in detail. We’ll
do so by analyzing a trace of the TCP segments sent and received in transferring a 150KB
file (containing the text of Lewis Carrol’s Alice’s Adventures in Wonderland) from your
computer to a remote server. We’ll study TCP’s use of sequence and acknowledgement
numbers for providing reliable data transfer; we’ll see TCP’s congestion control
algorithm – slow start and congestion avoidance – in action; and we’ll look at TCP’s
receiver-advertised flow control mechanism. We’ll also briefly consider TCP connection
setup and we’ll investigate the performance (throughput and round-trip time) of the TCP
connection between your computer and the server.
Before beginning this lab, you’ll probably want to review sections 3.5 and 3.7 in the
text1.
1. Capturing a bulk TCP transfer from your computer to a remote
server
Before beginning our exploration of TCP, we’ll need to use Wireshark to obtain a packet
trace of the TCP transfer of a file from your computer to a remote server. You’ll do so by
accessing a Web page that will allow you to enter the name of a file stored on your
computer (which contains the ASCII text of Alice in Wonderland), and then transfer the
file to a Web server using the HTTP POST method (see section 2.2.3 in the text). We’re
using the POST method rather than the GET method as we’d like to transfer a large
amount of data from your computer to another computer. Of course, we’ll be running
Wireshark during this time to obtain the trace of the TCP segments sent and received
from your computer.
Do the following:
1 References to figures and sections are for the 6th edition of our text, Computer Networks, A Top-down
Approach, 6th ed., J.F. Kurose and K.W. Ross, Addison-Wesley/Pearson, 2012.
• Start up your web browser. Go the http://gaia.cs.umass.edu/wireshark-
labs/alice.txt and retrieve an ASCII copy of Alice in Wonderland. Store this file
somewhere on your computer.
• Next go to http://gaia.cs.umass.edu/wireshark-labs/TCP-wireshark-file1.html.
• You should see a screen that looks like:
• Use the Browse button in this form to enter the name of the file (full path name)
on your computer containing Alice in Wonderland (or do so manually). Don’t yet
press the “Upload alice.txt file” button.
• Now start up Wireshark and begin packet capture (Capture->Start) and then press
OK on the Wireshark Packet Capture Options screen (we’ll not need to select any
options here).
• Returning to your browser, press the “Upload alice.txt file” button to upload the
file to the g.
Wireshark Lab IP v6.0Supplement to Computer Networking A Top-D.docx
Wireshark Lab: IP v6.0
Supplement to Computer Networking: A Top-Down Approach, 6th ed., J.F. Kurose and K.W. Ross
“Tell me and I forget. Show me and I remember. Involve me and I understand.” Chinese proverb
© 2005-21012, J.F Kurose and K.W. Ross, All Rights Reserved
In this lab, we’ll investigate the IP protocol, focusing on the IP datagram. We’ll do so by analyzing a trace of IP datagrams sent and received by an execution of the traceroute program (the traceroute program itself is explored in more detail in the Wireshark ICMP lab). We’ll investigate the various fields in the IP datagram, and study IP fragmentation in detail.
Before beginning this lab, you’ll probably want to review sections 1.4.3 in the text
and section 3.4 of RFC 2151 [ftp://ftp.rfc-editor.org/in-notes/rfc2151.txt] to update yourself on the operation of the traceroute program. You’ll also want to read Section 4.4 in the text, and probably also have RFC 791 [ftp://ftp.rfc-editor.org/in-notes/rfc791.txt] on hand as well, for a discussion of the IP protocol.
1. Capturing packets from an execution of traceroute
In order to generate a trace of IP datagrams for this lab, we’ll use the traceroute program to send datagrams of different sizes towards some destination, X. Recall that traceroute operates by first sending one or more datagrams with the time-to-live (TTL) field in the IP header set to 1; it then sends a series of one or more datagrams towards the same destination with a TTL value of 2; it then sends a series of datagrams towards the same destination with a TTL value of 3; and so on. Recall that a router must decrement the TTL in each received datagram by 1 (actually, RFC 791 says that the router must decrement the TTL by at least one). If the TTL reaches 0, the router returns an ICMP message (type 11 – TTL-exceeded) to the sending host. As a result of this behavior, a datagram with a TTL of 1 (sent by the host executing traceroute) will cause the router one hop away from the sender to send an ICMP TTL-exceeded message back to the sender; the datagram sent with a TTL of 2 will cause the router two hops away to send an ICMP message back to the sender; the datagram sent with a TTL of 3 will cause the router three hops away to send an ICMP message back to the sender; and so on. In this manner, the host executing traceroute can learn the identities of the routers between itself and destination X by looking at the source IP addresses in the datagrams containing the ICMP TTL-exceeded messages.
We’ll want to run traceroute and have it send datagrams of various lengths.
· Windows. The tracert program (used for our ICMP Wireshark lab) provided with Windows does not allow one to change the size of the ICMP echo request (ping) message sent by the tracert program. A nicer Windows traceroute program is pingplotter, available both in free version and shareware versions at http://www.pingplotter.com. Download and install pingplotter, and test it out by performing a few tr.
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Final Written Assignment 3InstructionsRequirements include,.docx
Final Written Assignment 3
Instructions
Requirements include,
Cover Page with Name, Date, and Title of Assignment
Use headings to separate the sections of the paper (use the Questions selected)
Page numbers
Double-spacing
Times New Roman, size 12
Use a minimum of four sources (from the past four years) for each response
In-text citations in APA style and 5 to 6 pages
Reference page using APA style
Select any four of these six topics for your Final Written Assignment:
1.
It has been said that "a company that deserves a union gets one," suggesting that if proper leadership and motivation techniques are employed and desirable policies devised, the workers will not want to unionize. Either agree or disagree with this philosophy. Support your position and explain what a company could do to create an environment where workers will not want to unionize.
2.
Some means of resolving negotiations impasses involve economic weapons (e.g. strikes and lockouts). There are other means of impasse resolution that do not involve the use of economic weapons (e.g. fact finding, mediation, med/arb/interest arb, etc.). Select two (2) non- economic means of impasse resolution, 1) explain how each one functions and 2) discuss the relative pros and cons of each.
3.
Unions have declined as a percentage of the workforce in the private sector. With this decline, have career and workplace dissatisfaction and alienation increased? If so, why is this so? If not, why not? Support your position.
4.
List and discuss some of the advantages and disadvantages in using seniority as a factor to determine shift preference or overtime assignments.
5.
Identify two different steps a company should take to prepare for its first round of bargaining with the union pre-negotiation activities. Explain why each of the steps you have identified is critical to achieving an initial successful collective bargaining agreement with the union.
6.
Identify and explain the major ways in which the government is an important participant in the labor relations.
RUBRIC FOR FINAL WRITTEN ASSIGNMENT 3
Criteria 1
Exceeds Expectations
5 points
Meets Expectations
4 points
Meets Some Expectations
3 points
Does Not Meet Expectations
2 points
Not Included
0 points
Organization
(maximum of 5 points)
Arranges ideas clearly and logically to support the purpose or argument; ideas flow smoothly and are effectively linked; reader can follow the line of reasoning
Arranges ideas adequately to support the purpose or argument; links between ideas are generally clear; reader can follow the line of reasoning for the most part
Arranges ideas adequately, in general, although ideas sometimes fail to make sense together; reader remains fairly clear about what writer intends
Arranges ideas illogically; ideas frequently fail to make sense together; reader cannot identify a line of reasoning and becomes frustrated or loses interest
Criteria 2
Exceeds Expectations
15 points
Meets Expectations
12 points
Meets.
Referencing using Murdoch’s Library Listing (APA shown) He.docx
Referencing using Murdoch’s Library Listing (APA shown)
Here is the book I want to reference. Clicking on the quote marks to the right of the listing will give me the referencing options
To format list with a Hanging Indent, highlight the entries and press Control_T.
Before:
Eldridge, D. E., Quee, M., & Australian Institute of Health and Welfare. (2012). Social and emotional wellbeing:
Development of a children's headline indicator : Information paper. Canberra, ACT: Australian Institute of Health and
Welfare.
After:
Eldridge, D. E., Quee, M., & Australian Institute of Health and Welfare. (2012). Social and emotional wellbeing:
Development of a children's headline indicator : Information paper. Canberra, ACT: Australian Institute of Health
and Welfare.
To alphabetise your Reference List, highlight the full list and click the sort icon on Word.
J J Murphy | 2018
Copy and paste the reference into your
Reference List. CHECK that the listing is
correct using the Murdoch APA
Referencing Guide.
NR512
HealthIT Topic of Week Assignment
Guidelines with Scoring Rubric
Purpose
This assignment is designed to help students
Develop an appreciation for informatics, basic skills and knowledge required in practice settings. Students will select a “hot” or popular topic of particular interest to their practice to discuss. The topic will be selected from the website using the link provided in the course Assignments section.
Due Date: Sunday 11:59 p.m. MT at the end of Week 5.
Total Points Possible: 175
Requirements
Students will login to FierceEMR and FierceHealthIT using the link provided in the reading assignment module for Week 5 and select a “current/popular” topic of the week that may impact their practice. Students, in a professionally developed paper, will discuss the rationale for choosing the topic, how it will impact practice in a positive or negative manner, citing pros and cons. Include a discussion of how informatics skills and knowledge were used in the process relevance to developing the assignment. In the conclusion, provide recommendations for the future. Submit completed FierceHealthIT Topic paper for Wk. 5 to dropbox by end of Week 5. Preparing the paper
1. The FierceEMR and FierceHealthIT Current/Popular Topic of the Week assignment must be a professional, scholarly prepared paper. See the guidelines for writing a professional, scholarly paper in the Course Resources. The professional paper will have an introduction, body of paper to explain what you are doing, summary/conclusion, and at least three scholarly references.
2. Required texts may be used as references, but a minimum of three sources must be from outside of course readings.
3. All aspects of the paper must be in APA format as expressed in the 6th edition.
4. The paper (excluding the title page, introduction and reference page) is 4-6 pages in length.
5. Ideas and information from professional sources must be cited correctly.
6. Gr.
242019 Assignment due Week 5 - Mainstream media and HIVAIDS.docx
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3
Assignment due Week 5 - Mainstream media and HIV/AIDS
Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload
Assignment Rubric
Submit Assignment
Purpose
Critical analysis is a vital part of learning. The goal of this assignment is to help you practice
your skills in reading mainstream media articles and being able to critically evaluate it as a
source of information.
Instruc ons
Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your
answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each
minimum). Use correct spelling, punctuation, and grammar.
Identify an article released by the mainstream media to the general public that discusses HIV/AIDS.
Example of an article is Botswana HIV Aids Deaths Decline
(https://allafrica.com/stories/201810030288.html) .
1. Identify which levels of the SEM are being addressed
2. Identify which levels of the SEM not addressed
3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of
contracting HIV/AIDS?
4. Provide a written opinion on the how this article positively, negatively, or even excludes information
that contributes to the stemming of the HIV/AIDS epidemic.
Submission Details
Due: Thursday by 11:59 pm
Grading Criteria
Opinion based in logical reasoning and evidence: 4 points
Identified SEM levels (both addressed and not addressed): 2 points
Length of post approximately 4-6 sentences or more: 2 points
Spelling and grammar: 2 points
2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS
https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3
Criteria Ratings Pts
8.0 pts
8.0 pts
4.0 pts
3.0 pts
Organization
8.0 pts
Full Marks
Writing shows high
degree of attention
to logic and
reasoning of points.
Unity clearly leads
the reader to the
conclusion and stirs
thought regarding
the topic.
6.0 pts
Above Average
Writing is coherent
and logically
organized with
transitions used
between ideas and
paragraphs to
create coherence.
Overall unity of
ideas is present.
4.0 pts
Adequate
Writing is coherent
and logically
organized. Some
points remain
misplaced and
stray from the topic.
Transitions evident
but not used
throughout essay.
2.0 pts
Inadequate
Writing lacks
logical
organization.
It shows
some
coherence
but ideas
lack unity.
Serious
errors.
0.0 pts
No
Marks
Level of
Content
8.0 pts
Full Marks
Content indicates
synthesis of ideas,
in-depth analysis
and evidences
original thought and
support for the topic.
6.0 pts
Above Average
Content
indicates
original thinking
and develops
ideas with
sufficient and
firm evidence.
4.0 pts
Adequate
Content
indicates
thinking and
reasoning
app.
SMB350 Portfolio Project Rubric Criteria Meets Expecta.docx
SMB350
Portfolio Project Rubric
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Preliminary
Deliverables
Delivered
acknowledgement
of Initial Review of
Portfolio in Week
1, and First Draft of
Portfolio in Week
6, as specified in
the assignment.
Delivered
acknowledgement
of Initial Review of
Portfolio in Week
1, and First Draft of
Portfolio in Week
6, as required with
a significant
omission or error.
Delivered
acknowledgement
of Initial Review of
Portfolio in Week
1, OR First Draft of
Portfolio in Week
6, as required, but
not both.
Did not deliver
acknowledgement
of Initial Review of
Portfolio in Week
1, or First Draft of
Portfolio in Week
6, as required.
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Requirements The Portfolio
includes all of the
required
components, as
specified in the
assignment.
The Portfolio
includes most of
the required
components, as
specified in the
assignment.
The Portfolio
includes some of
the required
components, as
specified in the
assignment.
The Portfolio
includes few of the
required
components, as
specified in the
assignment.
41-50 Points 31-40 Points 21-30 Points 11-20 Points
Content Demonstrates
strong or adequate
knowledge of the
materials; correctly
represents
knowledge from
the readings and
sources regarding
the plan to
approach an Angel
Investor.
Some significant
but not major
errors or omissions
in demonstration
of knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Fails to
demonstrate
knowledge of the
materials.
49-60 Points 37-48 Points 25-36 Points 13-24 Points
Application Demonstrates
strong or adequate
application of key
course concepts to
the development
of the plan to
approach an Angel
Investor.
Some significant
but not major
errors or omissions
in application.
Major errors or
omissions in
application.
Fails to
demonstrate
application of key
concepts to the
plan.
SMB350
Portfolio Project Rubric
49-60 Points 37-48 Points 25-36 Points 13-24 Points
Analysis Provides strong or
adequate thought,
insight and analysis
in development of
the components of
the plan, as
specified in the
assignment.
Some significant
but not major
errors or omissions
in thought, insight
and analysis.
Major errors or
omissions in
thought, insight
and analysis.
Fails to
demonstrate
thought, insight
and analysis.
17-20 Points 13-16 Points 9-12 Points 5-8 Points
Sources Cites and
integrates at least
four credible
sources.
Cites and
integrates three
credible sources.
Cites and
integrates two
credible sources.
Cites and
integrates one or
fewer credible
sources.
17-20 Points 13-16 Points 9-12 Points 5-8 Points
Application of
Source Material
Sources well or
adequately chosen
to provide
substance.
Top of FormBottom of FormEnterprise Architecture Enables Proce.docx
Top of Form
Bottom of Form
Enterprise Architecture Enables Processes Paper
Purpose of this Assignment
This assignment gives you the opportunity to apply your critical thinking skills and understanding of the course concepts to explain how the enterprise architecture (EA) and/or the EA program supports the other IT management processes of an organization. This assignment specifically addresses the following course outcomes:
· describe enterprise architecture (EA), the appropriate application of EA frameworks, and an overall ongoing EA program
· analyze and examine how enterprise architecture and enterprise systems influence, support, and enable an organization's ability to contribute to strategic decision making and to respond and adapt to the business environment
· apply EA concepts to support business requirements and identify opportunities for enterprise solutions
Assignment
As you have learned throughout the course, EAs can be used to support a wide variety of information technology management processes, and an EA program strengthens IT management activities. A well-defined and implemented EA contributes significantly to each of the phases of the systems development life cycle (SDLC). For this assignment you will write a 3-5 page paper (not counting any cover sheet or reference pages) that explains briefly what enterprise architecture (EA) is and then how it supplements and enables each of the phases of the SDLC:
· initiation/planning/concept phase
· requirements analysis phase
· design phase
· development phase
· integration and testing phase
· implementation/deployment/support/maintenance phase
You should explain how EA enables each phase, how it fits into each phase, and what unique qualities or capabilities a well-defined EA contributes that might not otherwise be available to the organization.
The use of at least two external scholarly resources (other than class materials) is required. (NOTE: More than two external resources are required to receive all possible points; see Grading Rubric below.) You should use scholarly journals (rather than Wikipedia and author-less website postings). Remember to correctly cite and reference all sources using APA format.
Grading Rubric
Use the rubric below to be sure you have covered all aspects of the assignment.Criteria
90-100%
Far Above Standards
80-89%
Above Standards
70-79%
Meets Standards
60-69%
Below Standards
< 60%
Well Below Standards
Possible Points
Intro-duction
5 Points
A sophisticated introduction sets the stage for the paper.
4 Points
A well-written introduction sets the stage for the paper.
3.5 Points
The introduction adequately sets the stage for the paper.
3 Points
The introduction does not adequately set the stage for the paper.
0-2 Points
No introduction included.
5
Explana-tion of Enterprise Architec-ture
13-15 Points
Explanation is brief but clear; is complete enough to set the stage for the paper; and demonstrates a sophisticated understanding of course concepts.
1 ...
MGT520 Critical Thinking Writing Rubric - Module 10 .docx
MGT520
Critical Thinking Writing Rubric - Module 10
Exceeds
Expectation
Meets Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements Exceeds
Expectation -
Includes all of the
required
components as
specified in the
assignment.
Meets Expectation-
Includes most of
the required
components as
specified in the
assignment.
Below Expectation-
Includes some of
the required
components as
specified in the
assignment.
Limited Evidence -
Includes few of the
required
components as
specified in the
assignment.
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Content Exceeds
Expectation -
Demonstrates
substantial and
extensive
knowledge of the
materials, with no
errors or major
omissions.
Meets Expectation-
Demonstrates
adequate
knowledge of the
materials; may
include some
minor errors or
omissions.
Below Expectation-
Demonstrates fair
knowledge of the
materials and/or
includes some
major errors or
omissions.
Limited Evidence -
Fails to
demonstrate
knowledge of the
materials and/or
includes many
major errors or
omissions.
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Analysis Exceeds
Expectation -
Provides strong
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Meets Expectation-
Provides adequate
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Below Expectation-
Provides poor
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Limited Evidence -
Provides little or no
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Sources Exceeds
Expectation -
Sources go above
and beyond
required criteria,
and are well
chosen to provide
effective
substance and
perspectives on
the issue under
examination.
Meets Expectation-
Sources meet
required criteria
and are adequately
chosen to provide
substance and
perspectives on the
issue under
examination.
Below Expectation-
Sources meet
required criteria,
but are poorly
chosen to provide
substance and
perspectives on the
issue under
examination.
Limited Evidence -
Source selection
and integration of
knowledge from
the course is
clearly deficient.
Mechanics and Writing
5 Points 4 Points 3 Points 1-2 Points
Demonstrates Exceeds Meets Expectation- Below Expectation- Limited Evidence -
MGT520
Critical Thinking Writing Rubric - Module 10
college-level
proficiency in
organization,
grammar and
style.
Expectation -
Project is clearly
organized, well
written, and in
proper format as
outlined in the
assignment. Strong
sentence and
paragraph
structure; contains
no errors in
grammar, spelling,
APA style, or APA
citations and
references..
MGT520 Critical Thinking Writing Rubric - Module 10 .docx
MGT520
Critical Thinking Writing Rubric - Module 10
Exceeds
Expectation
Meets Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements Exceeds
Expectation -
Includes all of the
required
components as
specified in the
assignment.
Meets Expectation-
Includes most of
the required
components as
specified in the
assignment.
Below Expectation-
Includes some of
the required
components as
specified in the
assignment.
Limited Evidence -
Includes few of the
required
components as
specified in the
assignment.
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Content Exceeds
Expectation -
Demonstrates
substantial and
extensive
knowledge of the
materials, with no
errors or major
omissions.
Meets Expectation-
Demonstrates
adequate
knowledge of the
materials; may
include some
minor errors or
omissions.
Below Expectation-
Demonstrates fair
knowledge of the
materials and/or
includes some
major errors or
omissions.
Limited Evidence -
Fails to
demonstrate
knowledge of the
materials and/or
includes many
major errors or
omissions.
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Analysis Exceeds
Expectation -
Provides strong
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Meets Expectation-
Provides adequate
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Below Expectation-
Provides poor
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Limited Evidence -
Provides little or no
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Sources Exceeds
Expectation -
Sources go above
and beyond
required criteria,
and are well
chosen to provide
effective
substance and
perspectives on
the issue under
examination.
Meets Expectation-
Sources meet
required criteria
and are adequately
chosen to provide
substance and
perspectives on the
issue under
examination.
Below Expectation-
Sources meet
required criteria,
but are poorly
chosen to provide
substance and
perspectives on the
issue under
examination.
Limited Evidence -
Source selection
and integration of
knowledge from
the course is
clearly deficient.
Mechanics and Writing
5 Points 4 Points 3 Points 1-2 Points
Demonstrates Exceeds Meets Expectation- Below Expectation- Limited Evidence -
MGT520
Critical Thinking Writing Rubric - Module 10
college-level
proficiency in
organization,
grammar and
style.
Expectation -
Project is clearly
organized, well
written, and in
proper format as
outlined in the
assignment. Strong
sentence and
paragraph
structure; contains
no errors in
grammar, spelling,
APA style, or APA
citations and
references..
Reflection Prompts 1. What were your initial expectations abou.docx
Reflection Prompts
1. What were your initial expectations about the Service Learning project in this class? Have these expectations changed? How?
2. What about your community involvement has been an eye-opening experience?
3. How has your understanding of the community changed as a result of your participation in this project?
4. What did you learn about yourself by participating in this service project? What did you learn about working together as a team?
5. Did you learn something new (scientific or otherwise) from completing your own project? Did you learn something new from viewing your classmates’ presentations and viewing the blog?
Reflection Essay Rubric
Criteria Superior (20-25 points) Sufficient (10-20 points) Minimal (1-10 points) Unacceptable (0 points)
Depth of
Reflection
Response demonstrates an in-depth
reflection on, and personalization
of, the theories, concepts, and/or
strategies presented in the course
materials to date. Viewpoints and
interpretations are insightful and
well supported. Clear, detailed
examples are provided, as
applicable.
Response demonstrates a general
reflection on, and personalization of,
the theories, concepts, and/or strategies
presented in the course materials to
date. Viewpoints and interpretations are
supported. Appropriate examples are
provided, as applicable.
Response demonstrates a
minimal reflection on, and
personalization of, the theories,
concepts, and/or strategies
presented in the course materials to
date. Viewpoints and
interpretations are unsupported or
supported with flawed arguments.
Examples, when applicable, are not
provided or are irrelevant to the
assignment.
Response is not provided or response
demonstrates a lack of reflection on, or
personalization of, the theories,
concepts, and/or strategies presented in
the course materials to date.
Required
Components
Response includes all components
and meets or exceeds all
requirements indicated in the
instructions. Each question or part
of the assignment is addressed
thoroughly.
Response includes all components and
meets all requirements indicated in the
instructions. Each question or part of
the assignment is addressed. All
attachments and/or additional
documents are included, as required.
Response is missing some
components and/or does not fully
meet the requirements indicated in
the instructions. Some questions or
parts of the assignment are not
addressed. Some attachments and
additional documents, if required,
are missing or unsuitable for the
purpose of the assignment.
Response excludes essential
components and/or does not address
the requirements indicated in the
instructions. Many parts of the
assignment are addressed minimally,
inadequately, and/or not at all.
Structure
Writing is clear, concise, and well
organized with excellent
sentence/paragraph construction.
Th ...
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
Performance Management and Training Scoring GuideCRITERIA NO.docx
This document provides a scoring guide for assessing performance on a training and performance management assignment. It outlines six criteria that will be evaluated at different performance levels from non-performance to distinguished. The criteria include describing the organization's performance management system, explaining formal and informal feedback processes, analyzing best practices to improve employee performance, analyzing the importance of training, explaining how training and performance management protect against litigation, and writing in a professional style. Students will be scored on their adherence to requirements, writing quality, critical analysis, structure, referencing, and other factors to determine their final grade.
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to vaccinations. Please read the following scenario and for your initial post; be sure to address all the questions posed by the scenario and include at least three scholarly sources within your initial post.
Patient #1
: Two five-year-old girls are on your schedule for a kindergarten physical. The foster parent of one of the children indicates she received all her immunization from birth to one year of age, but after that the child has not had any further vaccines. The second child appears to have been vaccinated per the CDC schedule.
Is there a difference in the immunization plan you will initiate today for these two patients? Why or why not?
What immunizations will you be ordering for each of these two patients today?
RUBRIC
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the convers.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Focus System - HEENT NECKReflect on the focus area or syste.docx
Focus System - HEENT /NECK
Reflect on the focus area or system(s) for the week.
What challenges might you anticipate in completing this assessment?
What differences might you anticipate when assessing patients across the lifespan?
Share findings from scholarly resources that help in the performance of this assessment.
Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note:
The value of each of the criterion on this rubric represents a point range.
(example: 17-0 points)
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly reference sup.
Option 2 The SMART SystemSubmit a paper that examines the SMART.docx
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1. Assess the challenges in establishing quality and risk management goals in complex organizations.
2. Infer the linkages between improvement goal statements and actions to achieve desired results.
3. Evaluate the advantages and disadvantages of different types of goal statements.
Your paper should be well-written and meet the following requirements:
· 4-5 pages in length (excluding title and reference pages)
· Formatted according to the CSU-Global Guide to Writing and APA Requirements.
· Include at least six references from the peer-reviewed articles. The CSU-Global Library is a good place to find peer-reviewed articles.
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1.
Assess the challenges in establishing quality and risk management goals in complex organizations.
2.
Infer the linkages between improvement goal statements and actions to achieve desired results.
3.
Evaluate the advantages and
disadvantages of different types of goal statements.
Your paper should be well
-
written and meet the following requirements:
·
4
-
5 pages in length (excluding title and reference pages)
·
Formatted according to the
CSU
-
Global Guide to Writing and APA Requirements
.
·
Include at least six references from the peer
-
reviewed articles. The CSU
-
Global Library is a good
place to
find peer
-
reviewed articles.
Option 2: The SMART System
Submit a paper that examines the SMART system for setting goals. Be sure to consider the following:
1. Assess the challenges in establishing quality and risk management goals in complex organizations.
2. Infer the linkages between improvement goal statements and actions to achieve desired results.
3. Evaluate the advantages and disadvantages of different types of goal statements.
Your paper should be well-written and meet the following requirements:
4-5 pages in length (excluding title and reference pages)
Formatted according to the CSU-Global Guide to Writing and APA Requirements.
Include at least six references from the peer-reviewed articles. The CSU-Global Library is a good
place to find peer-reviewed articles.
HCM370
Critical Thinking Rubric – Module 5
Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
9-10 Points 7-8 Points 5-6 Points 3-4 Points
Requirements The paper includes
all of the required
components, as
specified in the
assignment.
The paper includes
most of the
required
components, as
specified in the
assignment.
The paper includes
some of the
required
components, as
specified in the
assignment.
The paper includes
few of the required
components, as
specified in the
assignment.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Content Demonstrates
strong or adequa.
Discussion Question Rubric – 100 PointsCriteriaExemplaryExce.docx
Discussion Question Rubric – 100 Points
Criteria
Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total Points
Quality of Initial Post
Provides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support important points.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points
40
Peer Response Post
Offers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post (minimum of two).
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number of reply posts.
Most instruction requirements are noted.
31 points
Post is primarily a summation of peer’s post without further synthesis of course content.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Did not follow instructions regarding number of reply posts.
Missing reference from both peer posts.
Missing several instruction requirements.
Submits post late.
27 points
40
Frequency of Distribution
Initial post and two peer posts made on three separate days.
All instruction requirements noted.
10 points
Initial post and two peer posts made on two separat ...
OTL520 Portfolio Project Rubric Criteria Meets Expectatio.docx
OTL520: Portfolio Project Rubric
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
37-45 Points 28-36 Points 19-27 Points 10-18 Points
Requirements The Portfolio
includes all of the
required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
The Portfolio
includes all but one
of the required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
The Portfolio
includes all but two
of the required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
The Portfolio
includes all but
three of the
required
components of the
Instructional Design
Blueprint as
outlined in the
assignment.
49-60 Points 37-48 Points 25-36 Points 13-24 Points
Content Demonstrates
strong or adequate
knowledge of
instructional
design. All
information is
clear, appropriate,
and correct.
Some significant
but not major
errors or omissions
in demonstration
of knowledge of
instructional
design.
Major errors or
omissions in
demonstration of
knowledge of
instructional
design.
Fails to
demonstrate
knowledge of
instructional
design.
49-60 Points 37-48 Points 25-36 Points 13-24 Points
Synthesis and
Evaluation
Demonstrates
strong or adequate
synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
Some significant
but not major
errors or omissions
in synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
Major errors or
omissions in
synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
Fails to
demonstrate
synthesis and
evaluation of
alignment among
the needs of the
business, learning,
and the learner.
37-45 Points 28-36 Points 19-27 Points 10-18 Points
Presentation and
Project Style
Strong evidence of
preparation,
organization and
creativity. The
overall blueprint is
professional,
polished, and
original.
Some evidence of
preparation,
organization, and
creativity. The
overall blueprint is
well crafted.
Evidence of
preparation,
organization, and
creativity is limited.
The overall
blueprint appears
to have limited
thought or effort
toward details and
neatness.
No evidence of
preparation,
organization or
creativity. The
overall blueprint is
inadequate in
thought, effort,
and neatness.
OTL520: Portfolio Project Rubric
33-40 Points 25-32 Points 17-24 Points 9-16 Points
Professional
Reflection
Demonstrates
strong or adequate
professional
reflection on
blueprint design
process and
practical
applications.
Some significant
but not major
errors or omissions
in professional
reflection.
Major errors or
omissions in
professional
reflection.
Fails to
demonstrate
professional
reflection.
13-15 Points 10-12 Points 7-9 Poin.
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More from alanfhall8953
With regards to this article, I agree and disagree on certain leve.docx
With regards to this article, I agree and disagree on certain levels pertaining to racism in video games. I have been playing video games since the Nintendo days and I have noticed many stereotypes in video games that Evan has pointed out. Although Evan feels that all black characters are subject to stereotypes, there are bunches of game characters that I believe are not under this category and are in fact very ambitious characters. For example, Lee Everett from the Walking Dead: Season 1 game, Captain Anderson from the Mass Effect Trilogy, Franklin from Grand Theft Auto V and Sgt. Johnson from the Halo series. The problem I have with Evan's critique is the fact that he is judging black characters based on how they act and look, something that society does to members of the visible minority in the real world. Majority of the characters that are in question may seem stereotypical at first but if you delve deeper into their character you start to realize that there is depth behind that person rather than just big muscles and a loud mouth. In my opinion, whenever I play a video game I can care less what the race of my character is and I look more towards their development as a character and the story that it is telling. Many "gamers" share this same opinion from research I have done and even in the comment section of this article. I get the notion that he is looking for a character that is "white" but the problem is whenever a black character is given the same characteristics as a white character, they are not well received and are made fun of for being "white washed". There seems to be a double standard with how black characters are portrayed and is also something that will unfortunately never be able to appease to everyone due to the fact that everyone shares a different opinion on how certain types of characters should be portrayed.
3/25/2014
1/11
The Social Construction of "Race"
As our discussions have revealed over the past few weeks, negative or stereotypical representation in media
has real consequences. Such representations not only reflect but also reinforce the marginality of minority
groups. Thus, it follows that the political empowerment of subordinate groups in society--such as women,
youth, people with disabilities, gays and lesbians, the poor--depends in part on changing the way these
groups are represented.
How can we think about the issues of representation and empowerment in relation to racial minorities? First,
we need to gain a better understanding of the social construction of racial and ethnic identity.
Ethnicity
'Ethnicity' and 'race' are linked but distinct categories. Ethnicity is a broad social category that addresses
one’s perceived membership in a larger group based on an attachment to an actual or possible homeland, its
cultural heritage, belief system, political history, language, myths, customs, manners, food, literature, sport, art
or architectural style. Ethnic affiliations are acknowledged and pa.
WIT Financial Accounting Test Ch.docx
WIT Financial Accounting Test Chapters 5 and 6
1. From the adjusted trial balance for Worker Products Company given below, prepare a multiple-step income statement in good form.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
2. From the adjusted trial balance for Worker Products Company given below, prepare the necessary closing entries.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
3. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the LIFO periodic inventory method, what would be the cost of the ending inventory?
4. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the FIFO periodic inventory method, what would be the cost of the ending inventory?
5. Flaxco purchases inventory from overseas and incurs the following costs: the cost of the merchandise is $50,000, credit terms are 2/10, n/30 that apply only to the $50,000; FOB shipping point freight charges are $1,500; insurance during transit is $500; and import duties .
Windows Server Deployment ProposalOverviewEach student will .docx
Windows Server Deployment Proposal
Overview
Each student will create a detailed, organized, unified technical solution given the scenario described below. The submission will be in a written format, with at least one diagram, and may include additional diagrams, charts or tables. The assignment is meant for students to enhance their mastery of the material and to provide a creative and realistic way in which to apply knowledge from this course.
Scenario
Worldwide Advertising, Inc. (referred to as “WAI”) has hired you as an IT consultant for implementing their Windows network infrastructure. WAI is a new advertising firm, and they are currently hiring staff, establishing two locations, and have a need to get their internal IT services configured. They do not yet have an IT staff, but when they do, the IT staff will take over all aspects of IT administration. You are required to supply WAI with a solution which describes the implementation and configuration of their core IT services. Cost is not a significant concern – WAI wishes to implement the “right” solution to fit their needs now and for the next 2-3 years.
There are several details about WAI which will have an impact on your choices:
· WAI will start with 110 employees, in the following departments:
· Executives (9 employees) – manage and run the company
· Accounts and Sales Department (15 employees) – perform market research and maintain accounts
· Creative, Media and Production Department (59 employees) – advertising
· Human Resources and Finances (17 employees) – perform HR and financial duties
· IT (10 employees) – manage IT for the company
· WAI will have two sites, one in Seattle and one in New York. Most staff will be located in Seattle, with at least 1 person from each of the departments above located in NY.
· Networking equipment is already in place for both sites. A secure tunnel (using IPSec) will be established between the two sites so that inter-site traffic will be securely tunneled over the Internet. You may make whatever other assumptions you wish about intra-and inter-site connectivity.
· Security mechanisms (e.g., firewalls, intrusion detection) will be handled separately, and there is no need to describe them.
· Some departments will want their data to remain private from other departments (e.g., Finances personnel will not want Production staff to see the company’s financial details). Your team may make assumptions about how data should be shared or kept private.
· Assumptions can be made regarding any information not included here; all assumptions should be identified, however.
Topics to Cover
Your document should cover the content presented in the course. The outline below contains recommended points to cover. You are free to add other related information.
Describe the technical and business reasons for each choice, citing other resources as appropriate.
The Windows Server 2012 operating system should be used for all aspects of the solution.
The topics inclu.
Wireshark Lab TCP v6.0 Supplement to Computer Networking.docx
Wireshark Lab: TCP v6.0
Supplement to Computer Networking: A Top-Down
Approach, 6th ed., J.F. Kurose and K.W. Ross
“Tell me and I forget. Show me and I remember. Involve me and I
understand.” Chinese proverb
© 2005-21012, J.F Kurose and K.W. Ross, All Rights Reserved
In this lab, we’ll investigate the behavior of the celebrated TCP protocol in detail. We’ll
do so by analyzing a trace of the TCP segments sent and received in transferring a 150KB
file (containing the text of Lewis Carrol’s Alice’s Adventures in Wonderland) from your
computer to a remote server. We’ll study TCP’s use of sequence and acknowledgement
numbers for providing reliable data transfer; we’ll see TCP’s congestion control
algorithm – slow start and congestion avoidance – in action; and we’ll look at TCP’s
receiver-advertised flow control mechanism. We’ll also briefly consider TCP connection
setup and we’ll investigate the performance (throughput and round-trip time) of the TCP
connection between your computer and the server.
Before beginning this lab, you’ll probably want to review sections 3.5 and 3.7 in the
text1.
1. Capturing a bulk TCP transfer from your computer to a remote
server
Before beginning our exploration of TCP, we’ll need to use Wireshark to obtain a packet
trace of the TCP transfer of a file from your computer to a remote server. You’ll do so by
accessing a Web page that will allow you to enter the name of a file stored on your
computer (which contains the ASCII text of Alice in Wonderland), and then transfer the
file to a Web server using the HTTP POST method (see section 2.2.3 in the text). We’re
using the POST method rather than the GET method as we’d like to transfer a large
amount of data from your computer to another computer. Of course, we’ll be running
Wireshark during this time to obtain the trace of the TCP segments sent and received
from your computer.
Do the following:
1 References to figures and sections are for the 6th edition of our text, Computer Networks, A Top-down
Approach, 6th ed., J.F. Kurose and K.W. Ross, Addison-Wesley/Pearson, 2012.
• Start up your web browser. Go the http://gaia.cs.umass.edu/wireshark-
labs/alice.txt and retrieve an ASCII copy of Alice in Wonderland. Store this file
somewhere on your computer.
• Next go to http://gaia.cs.umass.edu/wireshark-labs/TCP-wireshark-file1.html.
• You should see a screen that looks like:
• Use the Browse button in this form to enter the name of the file (full path name)
on your computer containing Alice in Wonderland (or do so manually). Don’t yet
press the “Upload alice.txt file” button.
• Now start up Wireshark and begin packet capture (Capture->Start) and then press
OK on the Wireshark Packet Capture Options screen (we’ll not need to select any
options here).
• Returning to your browser, press the “Upload alice.txt file” button to upload the
file to the g.
Wireshark Lab IP v6.0Supplement to Computer Networking A Top-D.docx
Wireshark Lab: IP v6.0
Supplement to Computer Networking: A Top-Down Approach, 6th ed., J.F. Kurose and K.W. Ross
“Tell me and I forget. Show me and I remember. Involve me and I understand.” Chinese proverb
© 2005-21012, J.F Kurose and K.W. Ross, All Rights Reserved
In this lab, we’ll investigate the IP protocol, focusing on the IP datagram. We’ll do so by analyzing a trace of IP datagrams sent and received by an execution of the traceroute program (the traceroute program itself is explored in more detail in the Wireshark ICMP lab). We’ll investigate the various fields in the IP datagram, and study IP fragmentation in detail.
Before beginning this lab, you’ll probably want to review sections 1.4.3 in the text
and section 3.4 of RFC 2151 [ftp://ftp.rfc-editor.org/in-notes/rfc2151.txt] to update yourself on the operation of the traceroute program. You’ll also want to read Section 4.4 in the text, and probably also have RFC 791 [ftp://ftp.rfc-editor.org/in-notes/rfc791.txt] on hand as well, for a discussion of the IP protocol.
1. Capturing packets from an execution of traceroute
In order to generate a trace of IP datagrams for this lab, we’ll use the traceroute program to send datagrams of different sizes towards some destination, X. Recall that traceroute operates by first sending one or more datagrams with the time-to-live (TTL) field in the IP header set to 1; it then sends a series of one or more datagrams towards the same destination with a TTL value of 2; it then sends a series of datagrams towards the same destination with a TTL value of 3; and so on. Recall that a router must decrement the TTL in each received datagram by 1 (actually, RFC 791 says that the router must decrement the TTL by at least one). If the TTL reaches 0, the router returns an ICMP message (type 11 – TTL-exceeded) to the sending host. As a result of this behavior, a datagram with a TTL of 1 (sent by the host executing traceroute) will cause the router one hop away from the sender to send an ICMP TTL-exceeded message back to the sender; the datagram sent with a TTL of 2 will cause the router two hops away to send an ICMP message back to the sender; the datagram sent with a TTL of 3 will cause the router three hops away to send an ICMP message back to the sender; and so on. In this manner, the host executing traceroute can learn the identities of the routers between itself and destination X by looking at the source IP addresses in the datagrams containing the ICMP TTL-exceeded messages.
We’ll want to run traceroute and have it send datagrams of various lengths.
· Windows. The tracert program (used for our ICMP Wireshark lab) provided with Windows does not allow one to change the size of the ICMP echo request (ping) message sent by the tracert program. A nicer Windows traceroute program is pingplotter, available both in free version and shareware versions at http://www.pingplotter.com. Download and install pingplotter, and test it out by performing a few tr.
Wireshark Lab IP v6.0 Supplement to Computer Networking.docx
Wireshark Lab: IP v6.0
Supplement to Computer Networking: A Top-Down
Approach, 6th ed., J.F. Kurose and K.W. Ross
“Tell me and I forget. Show me and I remember. Involve me and I
understand.” Chinese proverb
© 2005-21012, J.F Kurose and K.W. Ross, All Rights Reserved
In this lab, we’ll investigate the IP protocol, focusing on the IP datagram. We’ll do so by
analyzing a trace of IP datagrams sent and received by an execution of the traceroute
program (the traceroute program itself is explored in more detail in the Wireshark
ICMP lab). We’ll investigate the various fields in the IP datagram, and study IP
fragmentation in detail.
Before beginning this lab, you’ll probably want to review sections 1.4.3 in the text1 and
section 3.4 of RFC 2151 [ftp://ftp.rfc-editor.org/in-notes/rfc2151.txt] to update yourself
on the operation of the traceroute program. You’ll also want to read Section 4.4 in
the text, and probably also have RFC 791 [ftp://ftp.rfc-editor.org/in-notes/rfc791.txt] on
hand as well, for a discussion of the IP protocol.
1. Capturing packets from an execution of traceroute
In order to generate a trace of IP datagrams for this lab, we’ll use the traceroute
program to send datagrams of different sizes towards some destination, X. Recall that
traceroute operates by first sending one or more datagrams with the time-to-live
(TTL) field in the IP header set to 1; it then sends a series of one or more datagrams
towards the same destination with a TTL value of 2; it then sends a series of datagrams
towards the same destination with a TTL value of 3; and so on. Recall that a router must
decrement the TTL in each received datagram by 1 (actually, RFC 791 says that the
router must decrement the TTL by at least one). If the TTL reaches 0, the router returns
an ICMP message (type 11 – TTL-exceeded) to the sending host. As a result of this
behavior, a datagram with a TTL of 1 (sent by the host executing traceroute) will
cause the router one hop away from the sender to send an ICMP TTL-exceeded message
back to the sender; the datagram sent with a TTL of 2 will cause the router two hops
1 References to figures and sections are for the 6th edition of our text, Computer Networks, A Top-down
Approach, 6th ed., J.F. Kurose and K.W. Ross, Addison-Wesley/Pearson, 2012.
away to send an ICMP message back to the sender; the datagram sent with a TTL of 3
will cause the router three hops away to send an ICMP message back to the sender; and
so on. In this manner, the host executing traceroute can learn the identities of the
routers between itself and destination X by looking at the source IP addresses in the
datagrams containing the ICMP TTL-exceeded messages.
We’ll want to run traceroute and have it send datagrams of various lengths.
• Windows. The tracert program (used for our ICMP Wireshark lab) provided
with Windows does not allow one to c.
Willowbrook SchoolBackgroundWillowbrook School is a small, pri.docx
Willowbrook School
Background
Willowbrook School is a small, private school in the Midwest United States. For the past 20 years, it has offered a curriculum for preschool through 6th grade. Five years ago it expanded to offer after-school care, usually referred to as after care, on premises. After care is not only offered to Willowbrook’s students, but also for students of other schools in the area.
As an independent systems analyst working as a team, you work as an IT consultant, specializing in developing IT solutions for small businesses. You have been contacted by the director, Victoria Owens, to discuss the possibility of setting up a computer system to handle some of the school’s administrative and financial tasks. She explains to you that Willowbrook is experiencing significant increases in enrollment applications for all programs. Increases in applications, coupled with increased demand for after-school care, have led to a very high workload for the administrative personnel and staff. The principal and teachers have stepped in where possible, but the demand is becoming too great. Willowbrook School is a non-profit, and is not in a position to hire another full-time administrative position, which is what the principal and director think would be needed to handle the increased workload. You agree to meet with Victoria and the principal, Kathy Gilliard next week to discuss the school and its need for an information system.
You sit down with Victoria and Kathy on Wednesday to ask them some questions to help you determine what type of information system they need. You explain to them that information systems bring computer hardware and software together with people, processes, and data to produce specific results. They are excited to tell you about their situation and what they have in mind for a computer system to help with some of the work load. To help you with planning for the information system, you ask them about what personnel they have, as well as some questions to determine what types of information each person needs to do their job.
Victoria explains her role as the executive director of the school. She administers the activities of the school in accordance with the mission, vision, and policies established by the Board of Directors. She supports the educational staff and oversees the financial, payroll, and human resources functions for the school. She also prepares all necessary reports and evaluations for the state and local school boards. Kathy says that as the principal of Willowbrook she handles the academic and curricular issues that arise, and ensures that the school meets all federal and state educational standards. Kathy and the teachers who report to her make decisions jointly about admissions and assignments to classrooms. The two kitchen staff personnel, a head cook and an assistant, also report to the principal. She also coordinates students’ bus transportation schedule. The school contracts with a local bussing co.
Wind PowerUsed For Millennia Variations in alb.docx
Wind Power
Used For Millennia
Variations in albedo
Wind
The Uneven Heating of the Surface
Annual average net radiation from the Earth’s surface 1995 - 1986
Areas of heat gain and loss on Earth’s surface
Re-distribution of Excess Heat
Atmospheric Circulation on a Non-rotating
Earth
One cell in each hemisphere.
Warm air rises at the equator and moves north.
Cool air sinks at the poles and flows toward the equator.
Coriolis Effect
Coriolis Effect: tendency of a fluid (water or air) to be deflected from
its straight-line path as it moves across the Earth’s surface.
Deflection of a moving object is to the Right in the Northern
Hemisphere and Left in the Southern Hemisphere.
High Pressure
High Pressure
Low Pressure
High Pressure
Rising air
Descending air
Low Pressure
Descending Air
Rising air
Low pressure
Descending air
Atmospheric Circulation on a Rotating Earth
InterTropical Convergence Zone
(another source of wind)
Wind Generation
Turbine Blades
Inside of Wind Turbine
Size Scale of Wind Turbines
Small Scale Wind Power (Domestic systems)
Large Scale Wind Power (Grid Systems)
Wind Characteristics
Highly variable at several different timescales:
From hour to hour
Daily
Seasonally
High demand may not correspond to peak winds.
Instantaneous electrical generation and consumption must remain in
balance to maintain the grid stability.
Intermittent winds pose problem for wind power. Backup generation
capacity (fossil fuels) or energy storage (pump storage) may be
needed.
Turbine Size
Domestic size Grid size
Early Wind Farms
Limited output per turbine.
Required large numbers of turbines.
Large Scale Wind Turbines
Note bus
New Wind Turbine Designs
Learning From Nature
Humpback Whale Blade design
Potential Wind Energy Regions
Wind & Water
Ocean wind farm off Denmark
Energy Output Vs. Wind Velocity
Each potential wind farm has its own wind characteristics
Advantages of Wind Power
• No fuel consumed.
• No air pollution.
• Energy used to build a wind power plant equals the
energy produced by the plant in a few months time =
pays for itself.
• Allows for multiple land use in farming and electrical
generation.
Surprising Resistance to Wind Power
Environmental Effects
Danger to birds and bats.
Noisy (whooof, whooof)
Medical problems
Aesthetics (Cape Cod).
Danger to birds and bats
Danger to birds and bats
Birdwatchers in UK flock to see rare
bird, then watch it killed by wind turbine
Bird Friendly Compressed Air
Turbine
Perceived Wind Noise
San Gorgoino Pass, California
Near Palm Springs, popular resort
New Wind Farm Proposal
Cape Cod Wind Farm
Against
Against
Can’t Please Everybody
Artist Rendition of Proposed Cape
Cod Wind Farm
Cape Cod wind farm would not be visible for
more that 7 - 8 months a year due to haze.
Isle of Lewis, Scotland
Isle of Lewis Standing Stones
La Venta,.
winter 2013 235 CREATE A CONTRACTInstructionsI will giv.docx
winter 2013 235
CREATE A CONTRACT
Instructions:
I will give you a fact scenario below that involves some college students who are having difficulty living together as roommates.
Your task will be to create a contract to solve the problems and issues that the fact pattern raises. Hint I had (sixteen) 16 issues when I did the assignment.
After you create the contract, you will then include around a two page written description about WHY you chose to design the provisions of the contract the way you did.
Your grade will be based on:
1. Whether your contract identifies and solves the problems
2. Whether your contract is realistic
a. (ie a clause that says no roommate shall ever enter the room of another roommate is not practical because what if you hear them yelling for help, or if you haven’t seen them in 14 days.) I want you to think about “loopholes” and the “what if” types of things that can go wrong.
3. Language… Really in this assignment PLEASE pay attention to the words you type because one missing word can make the contract really silly… In last year’s contracts I had someone write… A roommate can eat any food in the apartment that has their name on it… (Great give me a pen and I’ll just put my name on everything).
4. Your explanation, did you have sound reasoning for putting in something in the contract.
5. Following the LAW:… This assignment requires you to have a general understanding of what a contract is and how it works… That is, after all, what we have been studying.
a. Do not include items in your contract that are illegal or are not a contract… For example do not say if the roommate leaves the toilet seat up, they will place their hands on the toilet and have their fingers slammed 10 times by the toilet seat. (That’s not enforceable)
b. Do NOT include something like… If roommate “brion” doesn’t like the punishment he can change it to what he wants, or if I don’t want to follow this rule I don’t have to”… (It is not a contract if one person can CHOOSE to not follow something, It also not a contract when you leave punishments, requirements ect for the “future to be determined”
6. Creativity/problem solving/format of contract
a. You must follow the general format of a contract I have included after the fact scenario… Trust me I am including the sections that ALL your contracts must have for your benefit. It will make organizing it a lot easier for you.
b. You must CHOOSE to write your contract from the viewpoint of one of the four people below or as a disinterested outside party… This is critical because if you are writing the contract from the perspective of one of the people it should FAVOR that person (in a reasonable way), if you are writing as a disinterested third party (an attorney) you should try and be as fair to all as possible.
c. In your explanation tell me from what viewpoint…actually make that your first sentence.
******************************************************************
.
WinEst As 1. Es2. Tassignment stInfo (Esti.docx
WinEst As
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b. Due:
c. Estima
d. Start
e. Estima
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e: Driveway
1 month fro
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Date: Toda
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Tables:
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3. Adding Markups
a. Add Net Markup
i. Name: Overhead and Profit
ii. Type: 15%
b. Add Sales Tax
i. Name: Sales Tax
ii. Type: 6.5%
iii. Restrict this Tax Markup to: Material
4. Print Report
a. Report 1:
i. Sheet View, set Filter to “’95 Div Details”
ii. File -> Print Preview -> Style
1. Layout: Landscape
2. Header/Footer -> Custom Header
a. Left Text (Use Field Tags…)
i. Est Info – Project Name
ii. Est Info – Start Date
iii. Est Info – Due Date
b. Center Text (Use Field Tags…)
i. Est Info – Type
ii. Est Info – Status
c. Right Text
i. Name
ii. Professor Name
iii. Class
iv. Date
b. Report 2:
i. Totals View
ii. File -> Print Preview
1. Ensure the Layout and Headers match Report 1
5. DUE: Monday, April 7, 2014 by 5:00 pm
1
Getting Started with WinEst
Sample Exercise v10.1
Professional Cost Estimating and Budgeting
Things you need to know about WinEst
Pull Down Menus & Tool Bars
There are different ways to view your toolbar in WinEst. Here are 2 examples. If you prefer large toolbar buttons,
select ‘Preferences’ from the ‘Tools’ menu option. Now select the Toolbars option from the displayed list of
preferences. To the right, under ‘Style’, change the Images to ‘Large’. Click OK.
Toolbar - Small Images with Short Text
Toolbar - Large Images with Text
WinEst has pull down menus for each of the following - File, Edit, View, Filters, Tables, Tools, Database, Reports,
Custom, Window and Help. When the mouse is clicked on one of these menu items, a list drops down and the
available commands display for that menu. Scan the menus to see the features available in the WinEst program.
Help
Help is always available. You can select the Contents command on the Help menu or press the F1 key to view
help.
2
Navigating in WinEst
WinEst has three main views. These enable you to follow a structured method for building and reviewing your
estimates. You can move from view to view at any time by clicking one of the corresponding toolbar buttons
(‘Takeoff’, ‘Sheet’ and ‘Totals’) or by making selections from the ‘View’ Menu.
Takeoff View
This view is for adding items to your estimate from the price book Database. From here you can:
• Lookup items in the database
• Perform takeoff calculations
• Assign Work Breakdown Structures (WBS) to items
• Analyze the Item takeoff audit trail
• Enter unique, “one time” items
• Add notes to it.
Wiley Plus Brief Exercise 6 –Accounting 100Brief Exercise 6-1B.docx
Wiley Plus Brief Exercise 6 –Accounting 100
Brief Exercise 6-1
Brief Exercise 6-1
Farley Company identifies the following items for possible inclusion in the taking of a physical inventory.
Indicate whether each item should be "Included" or "Not Included" from the inventory taking.
(a)
Goods shipped on consignment by Farley to another company.
(b)
Goods in transit from a supplier shipped FOB destination.
(c)
Goods sold but being held for customer pickup.
(d)
Goods held on consignment from another company.
Brief Exercise 6-2
Wilbur Company has the following items:
Indicate whether each item should be "Included" or "Not Included" from the inventory taking.
(a)
Freight-In
(b)
Purchase Returns and Allowances
(c)
Purchases
(d)
Sales Discounts
(e)
Purchase Discounts
Brief Exercise 6-8
Pettit Company reports net income of $90,000 in 2014. However, ending inventory was understated $7,000.
What is the correct net income for 2014?
The correct net income for 2014
$
Warning
Don't show me this message again for the assignment
Ok
Cancel
Click if you would like to Show Work for this question:
Open Show Work
Brief Exercise 6-9 (Part Level Submission)
At December 31, 2014, the following information was available for A. Kamble Company: ending inventory $40,000, beginning inventory $60,000, cost of goods sold $270,000, and sales revenue $380,000.
Warning
Don't show me this message again for the assignment
Ok
Cancel
(a)
Calculate inventory turnover for A. Kamble Company. (Round answer to 1 decimal place, e.g. 1.5.)
Inventory turnover
times
Warning
Don't show me this message again for the assignment
Ok
Cancel
Click if you would like to Show Work for this question:
Open Show Work
Modify Show Work
Exercise 6-1
Tri-State Bank and Trust is considering giving Josef Company a loan. Before doing so, management decides that further discussions with Josef’s accountant may be desirable. One area of particular concern is the inventory account, which has a year-end balance of $297,000. Discussions with the accountant reveal the following.
1.
Josef sold goods costing $38,000 to Sorci Company, FOB shipping point, on December 28. The goods are not expected to arrive at Sorci until January 12. The goods were not included in the physical inventory because they were not in the warehouse.
2.
The physical count of the inventory did not include goods costing $95,000 that were shipped to Josef FOB destination on December 27 and were still in transit at year-end.
3.
Josef received goods costing $22,000 on January 2. The goods were shipped FOB shipping point on December 26 by Solita Co. The goods were not included in the physical count.
4.
Josef sold goods costing $35,000 to Natali Co., FOB destination, on December 30. The goods were received at Natali on January 8. They were not included in Josef's physical inventory.
5.
Josef received goods costing $44,000 on January 2 that were sh.
Winter 2011 • Morality in Education 35Workplace Bullying .docx
Winter 2011 • Morality in Education 35
Workplace Bullying: Costly and
Preventable
By Terry L Wiedmer
W orkplace bullying is a pervasive practice by malicious individuals who seekpower, control,domination, and subjugation. In businesses or schools, such bullying is an inefficient
way of working that is both costly and preventable. Senior management and executives are
ultimately responsible for creating and sustaining bully-free workplaces. Workplace bullies can be
stopped if employees and employers work together to establish and enforce appropriate workplace
policies and practices. This article presents information about workplace bullying, including its
prevalence, targeted individuals, bullying behaviors, employer practices, and steps to prevent
bullying. In the end, leadership and an environment of respect provide the ultimate formula for
stopping workplace bullying.
Bullying occurs between and among people in all venues—in the home, community, and
workplace. It is a pervasive, targeted, and planned effort that can be overtly obvious or
can fly under the radar and is conducted by practiced and malicious individuals who seek
power, control, domination, and subjugation. The impacts of such actions—in terms of
finances, emotions, health, morale, and overall productivity—are destructive, and the
ramifications are limitless (Mattice, 2009). Because no one is immune from the potential of
being subjected to bullying in the workplace, this topic merits further review and analysis
(Van Dusen, 2008). :
To combat workplace bullying, often referred to as psychological harassment or
violence (Workplace Bullying Institute [WBI], 2007), employers must have a full range of
policies in place and means available to them to create and maintain a healthy workplace
culture and climate. Although they are not generally for-profit endeavors, schools and
school systems are purposeful businesses that share the same concerns and have the same
responsibility to ensure that each employee works in a respectful environment and is not
subjected to workplace bullies.
Workplace Bullying •
According to the Workforce Bullying Institute (WBI), workplace bullying is
the repeated, health-harming mistreatment of one or more persons (the targets)
by one or more perpetrators that takes one or more of the following forms: verbal
abuse; offensive conduct/behaviors (including nonverbal) which are threatening,
humiliating, or intimidating; and work interference—sabotage—which prevents
work from getting done. (Definition of Workplace Bullying, para. 1)
Bullies seek to induce harm, jeopardize one's career and job, and destroy interpersonal
relationships. The behaviors of bullies harm people and ravage profits.
36 The Delta Kappa Gamma Bulletin
Prevalence of Workplace Bullying
Thirty-seven percent of U.S. workforce members report being bullied at work; this amounts
to an estimated 54 million Americans, which translates to nearly the entire population of
the states of Wash.
With the competitive advantage that Crocs’ supply chain holds, the.docx
With the competitive advantage that Crocs’ supply chain holds, the company also wants to be able to sustain their customers’ satisfaction. In doing this, they must make sure that their transformation process is producing consistent output especially when new products are introduced. This can be achieved by having a solid quality control system.
With the quality control system, inspections are to take place at three critical points. The first one is before production, which involves the raw materials in Crocs’ case that would be the raw materials, or chemicals that they purchase in pellet form. This first step can be eliminated by through supplier certification. The second critical point is during the production process. Process quality control takes place, which involves statistical process control. Periodic samples are taken from a continuous production, as long as sample measurements fall within the control limit the production will continue. However, if the samples fall outside the control limits, the process is stopped and a search is made for an assignable cause. In this case, the process will use a quality control chart known as an attribute control chart. The whole purpose is to find the natural random variability in the output oppose to unnecessary variations. The company must maintain that natural random variability to be under statistical control. The last critical point is after production. Following these inspections is process capability. Process capability is assessed once the process is under statistical control. It is the ability of the process to meet or exceed customers’ specifications. Process capability is determined by using the process capability index. If the process is unable to meet the customer specifications the following step is continuous improvement in which case seven tools are used including a flow chart, check sheet, histogram, Pareto chart, cause and effect, scatter diagram and a control chart. These tools are then incorporated into an improvement approach known as Six Sigma. Six Sigma includes five steps:
1. Defining a process for improvement
2. Measuring the variables and setting goals for improvement
3. Analyzing the root causes in which case the seven tools are referred to
4. Making improvements
5. Implementing a control plan to ensure that changes are permanent
In furthering research on Crocs, it has been stated in online reviews by various customers that they have experienced defects in the seam of their shoes, cases in which their shoe had shrunk or didn’t fit at all, Crocs’ flip flops tearing apart, holes appearing in their shoes, and the smell of the shoes. These reviews are accessible to many consumers, and are capable of tainting the reputation of Crocs. Reviews such as these are important to pay attention to because it’s proof of the importance of solidifying an efficient quality control system. It is especially important when introducing new products, and the use of different materials. .
Windows Server 2012 R2 Essentials Windows Server 2012.docx
Windows Server 2012
R2 Essentials
Windows Server 2012
R2 Essentials
Hands-on lab
An ideal server for small businesses, Windows Server 2012 R2
Essentials, the latest version of Windows Small Business Server
Essentials, provides a powerful and flexible solution that helps
protect your business data while allowing you to access the
information you need from virtually anywhere using almost
any device.
In this lab, you will learn how to work with Microsoft Office
365 mailboxes, create a user account for a new employee, join
a computer to the network, monitor the health and protect the
data of the network environment using local and cloud-based
services, extend storage capacity, and finally how to remotely
access the Windows Server 2012 R2 Essentials server when
away from the office.
Produced by HynesITe, Inc
Version 3.1
11/20/2013
This document is provided for informational purposes only and Microsoft makes no warranties, either express or implied, in this
document. Information in this document, including URL and other Internet Web site references, is subject to change without notice.
The entire risk of the use or the results from the use of this document remains with the user. Unless otherwise noted, the
companies, organizations, products, domain names, e-mail addresses, logos, people, places, and events depicted in examples herein
are fictitious. No association with any real company, organization, product, domain name, e-mail address, logo, person, place, or
event is intended or should be inferred. Complying with all applicable copyright laws is the responsibility of the user. Without
limiting the rights under copyright, no part of this document may be reproduced, stored in or introduced into a retrieval system, or
transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), or for any purpose, without
the express written permission of Microsoft Corporation.
Microsoft may have patents, patent applications, trademarks, copyrights, or other intellectual property rights covering subject matter
in this document. Except as expressly provided in any written license agreement from Microsoft, the furnishing of this document
does not give you any license to these patents, trademarks, copyrights, or other intellectual property.
Copyright 2013 © Microsoft Corporation. All rights reserved.
Microsoft, Active Directory, Hyper-V, Internet Explorer, Windows, Windows PowerShell, and Windows Server, are trademarks of the
Microsoft group of companies.
All other trademarks are property of their respective owners.
Windows Server 2012 R2 - Essentials
Lab created by HynesITe, Inc. For questions or comments, send an email message to [email protected] Page | 3
Introduction
Estimated time to complete this lab
60 minutes
Objectives
After completing this lab, you will be able to:
� Integrate Windows Server 2012 R2 Essentials with Mic.
Wind power resources on the eastern U.S. continental shelf are est.docx
Wind power resources on the eastern U.S. continental shelf are estimated to be over 400 GW, several times the electricity used by U.S. eastern coastal states. The first U.S. developer proposes to build 130 large (40 story tall) wind turbines in Nan- tucket Sound, just outside Massachusetts state waters. These would provide 420 MW at market prices, enough electricity for most of Cape Cod. The project is opposed by a vigorous and well-financed coalition. Polling shows local public opinion on the project almost equally divided. This article draws on semistructured interviews with residents of Cape Cod to analyze values, beliefs, and logic of supporters and oppo- nents. For example, one value found to lead to opposition is that the ocean is a special place that should be kept natural and free of human intrusion. One line of argument found to lead to support is: The war in Iraq is problematic, this war is “really” over petroleum, Cape Cod generates electricity from oil, therefore, the wind project would improve U.S. security. Based on analysis of the values and reasoning behind our interview data, we identify four issues that are relevant but not currently part of the debate.
Introduction
Recent assessments of renewable energy show that wind power has, since the turn of the century, become cost-competitive in the sites with the most favorable wind regimes (Herzog et al., 2001). Until very recently, large-scale North American wind resources were believed to exist in the Great Plains of the United States, northern Canada, and central Canada only (Grubb & Meyer, 1993). Although these huge resources are enough to meet the entire continent’s electrical needs, they are distant from the large coastal cities where electricity is primarily consumed—imposing a need for costly large-scale transmission lines (Cavallo, 1995). In just the last couple of years, it has been recog- nized that the Atlantic Ocean also has a large wind resource on the continental shelf, close to East Coast cities. Three or four manufacturers have developed large wind elec- tric turbines designed to be placed offshore, in waters up to 20–30 m in depth. To date these have been placed only in European waters. By late 2003, the resources, the tech- nology, and the economic viability had all come together in the Eastern United States, potentially allowing large-scale deployment to begin by 2005.
The furthest advanced of a handful of proposed U.S. offshore wind developments is in Nantucket Sound, off the Southern coast of Cape Cod, Massachusetts. This proposal has engendered a widespread, well-organized, well-financed, and politically potent op- position. This movement’s strength, and the apparent contradiction of such opposition coming from a population thought of as politically liberal and environmentally con- cerned, have garnered national press coverage (e.g., Burkett, 2003). A second project was proposed by the Long Island Power Authority for the southern edge of Long Island, with an .
WilliamStearman_Java301build.xml Builds, tests, and ru.docx
WilliamStearman_Java301/build.xml
Builds, tests, and runs the project WilliamStearman_Java301.
WilliamStearman_Java301/build/classes/.netbeans_automatic_build
WilliamStearman_Java301/build/classes/java90301/AddFaculty$1.classpackage java90301;
synchronizedclass AddFaculty$1 implements java.awt.event.ActionListener {
void AddFaculty$1(AddFaculty);
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WilliamStearman_Java301/build/classes/java90301/AddFaculty$2.classpackage java90301;
synchronizedclass AddFaculty$2 implements java.awt.event.ActionListener {
void AddFaculty$2(AddFaculty);
public void actionPerformed(java.awt.event.ActionEvent);
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WilliamStearman_Java301/build/classes/java90301/AddFaculty$3.classpackage java90301;
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void AddFaculty$3(AddFaculty);
public void actionPerformed(java.awt.event.ActionEvent);
}
WilliamStearman_Java301/build/classes/java90301/AddFaculty$4.classpackage java90301;
synchronizedclass AddFaculty$4 implements java.awt.event.ActionListener {
void AddFaculty$4(AddFaculty);
public void actionPerformed(java.awt.event.ActionEvent);
}
WilliamStearman_Java301/build/classes/java90301/AddFaculty$5.classpackage java90301;
finalsynchronizedclass AddFaculty$5 implements Runnable {
void AddFaculty$5();
public void run();
}
WilliamStearman_Java301/build/classes/java90301/AddFaculty.classpackage java90301;
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private javax.swing.JButton jButton1;
private javax.swing.JButton jButton2;
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private javax.swing.JLabel jLabel3;
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private javax.swing.JLabel jLabel6;
private javax.swing.JLabel jLabel7;
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private javax.swing.JTextField jTextField10;
private javax.swing.JTextField jTextField11;
private javax.swing.JTextField jTextField12;
private javax.swing.JTextField jTextField13;
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publi.
Wilco Corporation has the following account balances at December 3.docx
Wilco Corporation has the following account balances at December 31, 2012.
Common stock, $5 par value
$555,600
Treasury stock
90,720
Retained earnings
2,426,200
Paid-in capital in excess of par—common stock
1,321,900
Prepare Wilco’s December 31, 2012, stockholders’ equity section. (For preferred stock, common stock and treasury stock enter the account name only and do not provide the descriptive information provided in the question.)
WILCO CORPORATION
Stockholders’ Equity
December 31, 2012
$
:
$
Sprinkle Inc. has outstanding 10,050 shares of $10 par value common stock. On July 1, 2012, Sprinkle reacquired 107 shares at $89 per share. On September 1, Sprinkle reissued 61 shares at $90 per share. On November 1, Sprinkle reissued 46 shares at $85 per share.
Prepare Sprinkle’s journal entries to record these transactions using the cost method. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
7/1/12
9/1/12
11/1/12
Graves Mining Company declared, on April 20, a dividend of $519,800, on its $5 par common stock, payable on June 1. Of this amount, $133,700 is a return of capital.
Prepare the April 20 and June 1 entries for Graves. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Apr. 20
June 1
Apr. 20 Retained Earnings = ($519,800 – $133,700) = $386,100
Abernathy Corporation was organized on January 1, 2012. It is authorized to issue 10,290 shares of 8%, $65 par value preferred stock, and 544,000 shares of no-par common stock with a stated value of $2 per share. The following stock transactions were completed during the first year.
Jan. 10
Issued 80,330 shares of common stock for cash at $6 per share.
Mar. 1
Issued 5,670 shares of preferred stock for cash at $113 per share.
Apr. 1
Issued 24,730 shares of common stock for land. The asking price of the land was $90,540; the fair value of the land was $80,330.
May 1
Issued 80,330 shares of common stock for cash at $9 per share.
Aug. 1
Issued 10,290 shares of common stock to attorneys in payment of their bill of $50,620 for services rendered in helping the company organize.
Sept. 1
Issued 10,290 shares of common stock for cash at $11 per share.
Nov. 1
Issued 1,940 shares of preferred stock for cash at $115 per share.
Prepare the journal entries to record the above transactions. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Jan. 10
M.
Wilson Majee Technology Diffusion, S-Curve, and Innovation.docx
Wilson Majee
Technology Diffusion, S-Curve, and Innovation-Decision Process
In this week's reflection report I will discuss technology diffusion, S-Curves and innovation
decision process. I will use the healthcare industry as an example. Our healthcare system is ever
evolving - new technologies, insurance models, and information systems are shaping the system
on a daily basis. Despites these changes and the huge healthcare expenditures (16 of GDP in
America compared to 8 in United Kingdom), Americans are comparatively not any healthier
than citizens in most other developed nations (Merson, Black, & Mills, 2012). The disconnect
between investments in technology and health outcomes is a concern of us all. It makes as
question technology diffusion within the healthcare system: are investments in health system
being spent efficiently? Are consumers really resistant to changes that benefit their health? Or
are there issues with technology diffusion as a practice.
Diffusion is the process by which an innovation is spread through a population. Ironically,
people and institutions, generally, do not like change. Change is viewed as painful, difficult and
times creating uncertainties. Because of this, and for the healthcare industry, huge amounts of
resources are devoted either to promoting innovations (for example, selling the latest drug,
imaging system, medical device etc.) or to preventing innovations from disrupting the status quo.
Although many successful healthcare innovations are aimed at making people healthier, at
relatively smaller increases in costs, IT usage in healthcare has always lagged other industries -
ERH are a good example. Adoption of ERH was slow. Literature on technology diffusion states
that successful implementation is influenced by the compatibility and complexity of the
innovation, organizational context, and the characteristics of the implementation strategy (Cain
M, & Mittman, 2002; Rogers, 1995). People respond to these factors differently resulting in an
S-shaped curve illustration of the adoption process.
The S-curve model shows that any innovation is first adopted by a few people/organizations and
as more use it, and confidence is built around the technology, other will begin to use it. Because
of the inherent uncertainty to new innovations, the decision to adopt an innovation takes time.
However, "once the diffusion reaches a level of critical mass, it proceeds rapidly. Eventually a
point is reached where the population is less likely to adopt the innovation, and spread slows
down. The S-curve implies a hierarchy of adopters, starting with innovators, early adopters, early
majority, late majority and laggards (Rogers, 1995). In other words the S-curve explains the
innovation-decision process: the process through which an individual/organization passes
through from when they gain knowledge of an innovation, to forming an attitude, to the decision
to accept or reject the innovation, .
WinARM - Simulating Advanced RISC Machine Architecture .docx
This document discusses the design and implementation of WinARM, a simulator for the ARM processor written in C. WinARM uses a fetch-decode-execute model to simulate the ARM architecture. It includes a Visual Basic GUI to allow users to observe the simulation. The goal of WinARM is to facilitate learning computer architecture through hands-on simulation of an ARM processor, without requiring actual hardware. Future work may include simulating additional ARM instruction types and incorporating instruction pipelining.
William PennWhat religion was William PennWilliam Pen was fr.docx
William Penn
What religion was William Penn?
William Pen was from an Anglican family that was very distinguished. His father was Sir William Pen who was a landowner. At twenty two, Penn decided to join the Quakers which was also referred to as the Religious Society of Friends. The Quakers used to obey the inner light and they believed that the inner light came directly from God. They refused to take their hats off or even bow for any man. They also refused to take their arms up. Their beliefs were completely different as compared to the beliefs that the other Christians had (Barbour & Frost, 1988).
The Oxford University in England expelled Penn in the year 1662 since he refused to conform to the teachings of the Anglican Church. He could publicly state his beliefs and he could also print some of the things that he believed in.
Quakers’ founder was George Foxx who was a close friend to Penn. Cromwell’s death was a time of turmoil to the Quakers since they were suspected for the death. They were suspected because they had beliefs that differed from the religion that had been imposed for the state. They had also refused to swear a loyalty oath to Cromwell, who was the king. Quakers did not swear since Christ had commanded people not to swear.
The religious views that Penn had were a distress to his father. Naval service had helped him earn an Ireland estate and he had always hoped that the intelligence and charisma that his son had could help him in winning favor at the Charles II court. However, that could not happen since his son was always arrested. Penn and George Foxx were frequent companions since they could always travel together in order to spread their ministry. He also wrote a comprehension that was detailed and comprehensive regarding Quakerism. After the death of his father in 1670, Penn inherited the estates of the family and he could frequently visit the court of King Charles II where he was always campaigning for freedom in religion (Penn, 1794).
Where was William Penn born?
William Penn was born in London, United Kingdom. He was born on fourteenth of October in the year 1644. He was a privileged son since he was born by a gentleman who was a land owner. Thomas Loe, who was a Quaker minister, greatly affected Penn by his teachings.
In 1677 a group of important men all from Penn’s religion received a land area in the Colonies for them to settle. Penn himself remained in England but wrote a government for this new community. In what part of the US was this land area located?
In the year 1677, the Quakers relocated to another land. The city of Burlington is located in the Burlington County in New Jersey. It is Philadelphia’s suburb. The Quakers settlers moved to Burlington. Burlington served as West Jersey’s capital until the year 1702. The Quakers were able to formally establish their congregation in the year 1678. Initially, they could meet in private homes. However, between 1683 and 1687, a hexagonal house that was made .
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