CriteriaRatingsPtsThis criterion is linked to a Learning Outcome.docx
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CriteriaRatingsPts This criterion is linked to a Learning OutcomeIntroductionA brief intro to the report with a hypothesis/claim as to what factors may influence people’s attitudes to the official language question and minority languages in the US 3 ptsFull Marks Clearly stated background, research question, and hypothesis 2 ptsPartial credit Lack of background information; the hypothesis is not very clear - lacks detail 1 ptsPartial credit No background information; no hypothesis - Not clear at all 3 pts This criterion is linked to a Learning OutcomeData and analysis: Qualitative observationOne qualitative observation from your own data 3 ptsFull Marks Qualitative observation based on the personal data is clearly described; The qualitative observation is closely related to the hypothesis. 2 ptsFull credit Qualitative observation based on personal data is clearly described; However, the qualitative observation is not related to the hypothesis. 1 ptsPartial credit A qualitative observation is missing. 3 pts This criterion is linked to a Learning OutcomeData and analysis: Quantitative observation IQuantitative observation I from the class data 3 ptsFull Marks An appropriate quantitative correlation is made. The statistics of each group is provided. 2 ptsPartial credit The quantitative correlation is provided. However, the statistics of each group (mean or percentage) is missing. 1 ptsPartial credit The observation does not count as a quantitative correlation. For example, more than one variable is changed when comparing two demographic groups. Or the correlation is not comparing two demographic groups but is a description of a single group. 0 ptsNo mark A quantitative observation is missing, or the quantitative observation is NOT based on the class data. 3 pts This criterion is linked to a Learning OutcomeData and analysis: Quantitative observation IIQuantitative observation II from the class data 3 ptsFull Marks An appropriate quantitative correlation is made. The statistics of each group is provided. 2 ptsPartial credit The quantitative correlation is provided. However, the statistics of each group (mean or percentage) is missing. 1 ptsPartial credit The observation does not count as a quantitative correlation. For example, more than one variable is changed when comparing two demographic groups. Or the correlation is not comparing two demographic groups but is a description of a single group. 0 ptsNo Marks A quantitative observation is missing, or the quantitative observation is NOT based on the class data. 3 pts This criterion is linked to a Learning OutcomeDiscussionHow did the results confirm or contradict the hypothesis, and what are the (potential) implications of the paper’s findings? How do these results relate to concepts covered in class and in the readings? 3 ptsFull Marks The discussion states whether the hypothesis was confirmed or contradicted the correlations. The di.
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CriteriaRatingsPtsThis criterion is linked to a Learning Outcome
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeSubjective Data (CC, HPI, PMH, Allergy identification, Medication Reconciliation, Social History, Family History, Health Promotion, and ROS)
PT105-CO2
5 pts
Level 5
All elements of subjective data are adeptly documented and demonstrate consistent information across all aspects represented.
4.5 pts
Level 4
All elements of subjective data are appropriately documented and demonstrate consistent information across all aspects represented.
4 pts
Level 3
All elements of subjective data are satisfactorily documented but do not demonstrate consistent information across all aspects represented.
3.5 pts
Level 2
All elements of subjective data are either not satisfactorily documented or do not demonstrate consistent information across all aspects represented.
3 pts
Level 1
All elements of subjective data are not satisfactorily documented and do not demonstrate consistent information across all aspects represented.
0 pts
Level 0
No elements of subjective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeObjective Data (Relative to the information documented in the CC, HPI, PMH, and ROS)
PT105-CO2
5 pts
Level 5
All elements of objective data are adeptly documented and demonstrate consistency.
4.5 pts
Level 4
All elements of objective data are appropriately documented and demonstrate consistency.
4 pts
Level 3
All elements of objective data are satisfactorily documented but do not demonstrate consistency.
3.5 pts
Level 2
All elements of objective data are either not satisfactorily documented or do not demonstrate consistency.
3 pts
Level 1
All elements of objective data are not satisfactorily documented and do not demonstrate consistency.
0 pts
Level 0
No elements of objective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeAssessment (Information documented in the CC, HPI, PMH, ROS and the objective data.)
PT105-CO2
5 pts
Level 5
Assessment designations and other elements in this section are adeptly documented and demonstrate congruence.
4.5 pts
Level 4
Assessment designations and other elements in this section are appropriately documented and demonstrate congruence.
4 pts
Level 3
Assessment designations and other elements in this section are satisfactorily documented but do not demonstrate congruence.
3.5 pts
Level 2
Assessment designations and other elements in this section are either not satisfactorily documented or do not demonstrate congruence.
3 pts
Level 1
Assessment designations and other elements in this section are not satisfactorily documented and do not demonstrate congruence.
0 pts
Level 0
Assessment designations and other elements in this section are not evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomePlan (Demonstrate application of current clinical practices for the identified assessment designations, and demonstrates congruence of information across all aspects ...
patient population.docx
This document provides instructions for an assignment to create a 1-2 page teaching tool for a selected patient population on how to use the internet to find health information. The teaching tool should be at a 7th grade reading level and identify 3-5 useful websites for the patient group, including what sites to search and avoid. It should also list search strategies. References used to create the tool must be cited in APA format. The assignment will be evaluated on content, analysis, writing skills, and proper use of APA style.
CompetenciesABCDF1.1 Create oral, written, or visual .docx
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
CompetenciesABCDF1.1 Create oral, written, or visual .docx
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
Unit 6Policy Brief Presentation1. 2. 3. InstructionsUs.docx
Unit 6Policy Brief Presentation
1.
2.
3.
Instructions
Use your previous assignments to identify a policy related to your chosen health issue and create a Prezi or PowerPoint presentation that focuses on the development, needed change, or implementation related to your health issue. Policy briefs are overviews of issues that are intended to inform policymakers. The presentation should be succinct, colorful, and designed to catch the attention of a busy policymaker. See the attached document below for more information.
The presentation should have the following structure:
Executive Summary
An overview of the problem, why change is needed, and your recommendations for change
Introduction
A clear statement of the problem, its causes, and why it is important
What are the key issues that are relevant to the health issue?
Approaches/policy options
Summarize facts, issues, contexts. Provide facts or examples that support the need for policy to change/impact/solve the issue.
Recommendations
Provide recommendations on development, implementation or changes that need to be considered to solve the health issue. Provide specific steps and reemphasize the importance of this change.
References
Each content component will have one or two slides.
Include a title and references slide
Use bullet points rather than paragraph form. The target audience is a policymaker, not a medical professional, so keep scientific jargon to a minimum.
Upload to your completed assignment to the ePortfolio from Unit 1 by Sunday night at midnight CT, for course objective #1. Failure to submit to your ePortfolio by the due date will result in a zero for this assignment.
Estimated time to complete: 6 hours
Assignment Resources
1.
Guidelines for Writing a Policy BriefDownload Guidelines for Writing a Policy Brief
Rubric
NSG423 Paper Rubric 6 (1)
NSG423 Paper Rubric 6 (1)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeTopic
15 pts
5
Identifies a creative, focused, and manageable topic that addresses potentially significant aspects of the topic.
13.5 pts
4
Identifies a creative, focused and manageable topic that addresses important and notable aspects of the topic.
12 pts
3
Identifies a focused and manageable/ doable topic that appropriately addresses relevant aspects of the topic.
10.5 pts
2
Identifies a topic that while manageable/ doable, is too narrowly focused and leaves out relevant aspects of the topic.
9 pts
1
Identifies a topic that is far too general and wide-ranging as to be manageable and doable.
0 pts
0
Does not clearly identify a topics that is relative to the assignment.
15 pts
This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views
15 pts
5
Synthesizes in-depth information from relevant sources representing various points of view/ approaches.
13.5 pts
4
Examines in-depth information from relevant sources representing various points of view/approaches.
12 pts
3
Explains in-depth information from rele.
Assessment 15 Annotated
Annotated slides from a presentation to a short introductory course for postgraduate teaching assistants.
EDUC 815Final Exam Grading RubricCriteriaLevels of Achieveme.docx
EDUC 815
Final Exam Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Introduction
10 points
Persuades the reader that the topic is important by using 3-4 of relevant and quality literature published within the last 5 years. Provides a detailed overview of the topic at hand and prepares the reader for the background section of the manuscript.
9 points
Persuades the reader that the topic is important by using 3-4 pieces of relevant and quality literature published within the last 5 years. Provides an overview of the topic at hand and prepares the reader for the background section of the manuscript.
1 to 8 points
Provides support for the topic by using less than 2 pieces of literature. Provides a minimal overview of the topic at hand.
0 points
Not present
Participants
14 to 15 points
Clearly and accurately describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and support for adequate sample size.
13 points
Describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and some support for adequate sample size.
1 to 12 points
Somewhat describes target population, sample size, type of sample, and the sampling procedures. Does not provides demographic information and/or support for adequate sample size.
0 points
Not present
Setting
14 to 15 points
Important features of the site and treatment setting are clearly identified. The setting, especially the treatment setting is described in sufficient details so that the study could be replicated.
13 points
Important features of the site and treatment setting are mentioned. The setting, especially the treatment setting needs to be described in detail but lacking some key features.
1 to 12 points
Important features of the site and treatment setting are identified but not clearly. The setting is lacking some key features.
0 points
Not present
Research Design
14 to 15 points
Research design and all variables are clearly identified. Provides a logical and accurate rationale that is supported by research texts and other literature.
13 points
Research design and most variables are identified. Provides a rationale that is supported by research texts and other literature.
1 to 12 points
Research design and variables are inaccurately identified. Fails to provide a rationale that is supported by research texts and other literature.
0 points
Not present
Instrumentation
24 to 25 points
Clearly describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are clearly explained. Validity of the instrument is discussed using previous studies to establish validity. Reliability of the instrument is discussed including reliability coefficients.
22 to 23 points
Describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are .
DataSchoolStateGraduation Rate () of Classes Under 20StudentFac.docx
DataSchoolStateGraduation Rate (%)% of Classes Under 20Student/Faculty RatioAlumni Giving Rate (%)Boston CollegeMA85391325Brandeis UniversityMA7968833Brown UniversityRI9360840California Institute of TechnologyCA8565346Carnegie Mellon UniversityPA75671028Case Western Reserve UniversityOH7252831College of William and MaryVA89451227Columbia UniversityNY9069731Cornell UniversityNY91721335Dartmouth CollegeNH94611053Duke UniversityNC9268845Emory UniversityGA8465737Georgetown UniversityDC91541029Harvard UniversityMA9773846John Hopkins UniversityMD8964927Lehigh UniversityPA81551140Massachusetts Inst. of TechnologyMA9265644New York UniversityNY72631313Northwestern UniversityIL9066830Pennsylvania State UniversityPA80321921Princeton UniversityNJ9568567Rice UniversityTX9262840Stanford UniversityCA9269734Tufts UniversityMA8767929Tulane UniversityLA72561217U. of California-BerleleyCA83581718U. of California-DavisCA7432197U. of California-IrvineCA7442209U. of California-Los AngelesCA78411813U. of California-San DiegoCA8048198U. of California-Santa BarbaraCA70452012U. of ChicagoIL8465436U. of FloridaFL67312319U. of Illinois-Urbana ChampaignIL77291523U. of Michigan-Ann ArborMI83511513U. of North Carolina-Chapel HillNC82401626U. of Notre DameIN94531349U. of PennsylvaniaPA9065741U. of RochesterNY76631023U. of Southern CaliforniaCA70531322U. of Texas-AustinTX66392113U. of VirginiaVA92441328U. of WashingtonWA70371212U. of Wisconsin-MadisonWI73371313Vanderbuilt UniversityTN8268931Wake Forest UniversityNC82591138Washington University - St. LouisMO8673733Yale UniversityCT9477750
Sheet2
Sheet3
NAME _____________________________________
Unacceptable Below Expectations Meets Expectations Exceeds Expectations
0 1-2 3-4 5
Title No title is included.
Title does not describe
what proposal is about,
shows an opinion, is same
as research question, or is
otherwise inappropriate.
Title is succinct and describes
what the proposal is about.
Title meets expectations and is
innovative or clever.
2
Abstract No abstract is included.
Abstract is too short or too
long. Does not include the
required elements.
Abtract is about 200 words
and includes all three
required elements: project’s
purpose, what you will do in
your project, and what you
hope to gain from your
project.
Abstract meets expectations,
and is written in a compelling
way, without grammatical or
spelling errors.
3
Problem Statement
No problem statement is
included.
Problem statement is
much too short or too long.
Does not include the
required elements.
Problem statement is about 2
pages long. It uses statistics,
examples, news articles, or
other ways to show
importance of topic. Citations
to the research literature are
minimal. Problem is a social
problem that can be
addressed or understood
better through research.
Argument summarized in
students' own words.
Problem statement meets
expectations and is written in a
clear and compelling way,
without grammat.
Recommended
CriteriaRatingsPtsThis criterion is linked to a Learning Outcome
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeSubjective Data (CC, HPI, PMH, Allergy identification, Medication Reconciliation, Social History, Family History, Health Promotion, and ROS)
PT105-CO2
5 pts
Level 5
All elements of subjective data are adeptly documented and demonstrate consistent information across all aspects represented.
4.5 pts
Level 4
All elements of subjective data are appropriately documented and demonstrate consistent information across all aspects represented.
4 pts
Level 3
All elements of subjective data are satisfactorily documented but do not demonstrate consistent information across all aspects represented.
3.5 pts
Level 2
All elements of subjective data are either not satisfactorily documented or do not demonstrate consistent information across all aspects represented.
3 pts
Level 1
All elements of subjective data are not satisfactorily documented and do not demonstrate consistent information across all aspects represented.
0 pts
Level 0
No elements of subjective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeObjective Data (Relative to the information documented in the CC, HPI, PMH, and ROS)
PT105-CO2
5 pts
Level 5
All elements of objective data are adeptly documented and demonstrate consistency.
4.5 pts
Level 4
All elements of objective data are appropriately documented and demonstrate consistency.
4 pts
Level 3
All elements of objective data are satisfactorily documented but do not demonstrate consistency.
3.5 pts
Level 2
All elements of objective data are either not satisfactorily documented or do not demonstrate consistency.
3 pts
Level 1
All elements of objective data are not satisfactorily documented and do not demonstrate consistency.
0 pts
Level 0
No elements of objective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeAssessment (Information documented in the CC, HPI, PMH, ROS and the objective data.)
PT105-CO2
5 pts
Level 5
Assessment designations and other elements in this section are adeptly documented and demonstrate congruence.
4.5 pts
Level 4
Assessment designations and other elements in this section are appropriately documented and demonstrate congruence.
4 pts
Level 3
Assessment designations and other elements in this section are satisfactorily documented but do not demonstrate congruence.
3.5 pts
Level 2
Assessment designations and other elements in this section are either not satisfactorily documented or do not demonstrate congruence.
3 pts
Level 1
Assessment designations and other elements in this section are not satisfactorily documented and do not demonstrate congruence.
0 pts
Level 0
Assessment designations and other elements in this section are not evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomePlan (Demonstrate application of current clinical practices for the identified assessment designations, and demonstrates congruence of information across all aspects ...
patient population.docx
This document provides instructions for an assignment to create a 1-2 page teaching tool for a selected patient population on how to use the internet to find health information. The teaching tool should be at a 7th grade reading level and identify 3-5 useful websites for the patient group, including what sites to search and avoid. It should also list search strategies. References used to create the tool must be cited in APA format. The assignment will be evaluated on content, analysis, writing skills, and proper use of APA style.
CompetenciesABCDF1.1 Create oral, written, or visual .docx
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
CompetenciesABCDF1.1 Create oral, written, or visual .docx
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
Unit 6Policy Brief Presentation1. 2. 3. InstructionsUs.docx
Unit 6Policy Brief Presentation
1.
2.
3.
Instructions
Use your previous assignments to identify a policy related to your chosen health issue and create a Prezi or PowerPoint presentation that focuses on the development, needed change, or implementation related to your health issue. Policy briefs are overviews of issues that are intended to inform policymakers. The presentation should be succinct, colorful, and designed to catch the attention of a busy policymaker. See the attached document below for more information.
The presentation should have the following structure:
Executive Summary
An overview of the problem, why change is needed, and your recommendations for change
Introduction
A clear statement of the problem, its causes, and why it is important
What are the key issues that are relevant to the health issue?
Approaches/policy options
Summarize facts, issues, contexts. Provide facts or examples that support the need for policy to change/impact/solve the issue.
Recommendations
Provide recommendations on development, implementation or changes that need to be considered to solve the health issue. Provide specific steps and reemphasize the importance of this change.
References
Each content component will have one or two slides.
Include a title and references slide
Use bullet points rather than paragraph form. The target audience is a policymaker, not a medical professional, so keep scientific jargon to a minimum.
Upload to your completed assignment to the ePortfolio from Unit 1 by Sunday night at midnight CT, for course objective #1. Failure to submit to your ePortfolio by the due date will result in a zero for this assignment.
Estimated time to complete: 6 hours
Assignment Resources
1.
Guidelines for Writing a Policy BriefDownload Guidelines for Writing a Policy Brief
Rubric
NSG423 Paper Rubric 6 (1)
NSG423 Paper Rubric 6 (1)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeTopic
15 pts
5
Identifies a creative, focused, and manageable topic that addresses potentially significant aspects of the topic.
13.5 pts
4
Identifies a creative, focused and manageable topic that addresses important and notable aspects of the topic.
12 pts
3
Identifies a focused and manageable/ doable topic that appropriately addresses relevant aspects of the topic.
10.5 pts
2
Identifies a topic that while manageable/ doable, is too narrowly focused and leaves out relevant aspects of the topic.
9 pts
1
Identifies a topic that is far too general and wide-ranging as to be manageable and doable.
0 pts
0
Does not clearly identify a topics that is relative to the assignment.
15 pts
This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views
15 pts
5
Synthesizes in-depth information from relevant sources representing various points of view/ approaches.
13.5 pts
4
Examines in-depth information from relevant sources representing various points of view/approaches.
12 pts
3
Explains in-depth information from rele.
Assessment 15 Annotated
Annotated slides from a presentation to a short introductory course for postgraduate teaching assistants.
EDUC 815Final Exam Grading RubricCriteriaLevels of Achieveme.docx
EDUC 815
Final Exam Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Introduction
10 points
Persuades the reader that the topic is important by using 3-4 of relevant and quality literature published within the last 5 years. Provides a detailed overview of the topic at hand and prepares the reader for the background section of the manuscript.
9 points
Persuades the reader that the topic is important by using 3-4 pieces of relevant and quality literature published within the last 5 years. Provides an overview of the topic at hand and prepares the reader for the background section of the manuscript.
1 to 8 points
Provides support for the topic by using less than 2 pieces of literature. Provides a minimal overview of the topic at hand.
0 points
Not present
Participants
14 to 15 points
Clearly and accurately describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and support for adequate sample size.
13 points
Describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and some support for adequate sample size.
1 to 12 points
Somewhat describes target population, sample size, type of sample, and the sampling procedures. Does not provides demographic information and/or support for adequate sample size.
0 points
Not present
Setting
14 to 15 points
Important features of the site and treatment setting are clearly identified. The setting, especially the treatment setting is described in sufficient details so that the study could be replicated.
13 points
Important features of the site and treatment setting are mentioned. The setting, especially the treatment setting needs to be described in detail but lacking some key features.
1 to 12 points
Important features of the site and treatment setting are identified but not clearly. The setting is lacking some key features.
0 points
Not present
Research Design
14 to 15 points
Research design and all variables are clearly identified. Provides a logical and accurate rationale that is supported by research texts and other literature.
13 points
Research design and most variables are identified. Provides a rationale that is supported by research texts and other literature.
1 to 12 points
Research design and variables are inaccurately identified. Fails to provide a rationale that is supported by research texts and other literature.
0 points
Not present
Instrumentation
24 to 25 points
Clearly describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are clearly explained. Validity of the instrument is discussed using previous studies to establish validity. Reliability of the instrument is discussed including reliability coefficients.
22 to 23 points
Describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are .
DataSchoolStateGraduation Rate () of Classes Under 20StudentFac.docx
DataSchoolStateGraduation Rate (%)% of Classes Under 20Student/Faculty RatioAlumni Giving Rate (%)Boston CollegeMA85391325Brandeis UniversityMA7968833Brown UniversityRI9360840California Institute of TechnologyCA8565346Carnegie Mellon UniversityPA75671028Case Western Reserve UniversityOH7252831College of William and MaryVA89451227Columbia UniversityNY9069731Cornell UniversityNY91721335Dartmouth CollegeNH94611053Duke UniversityNC9268845Emory UniversityGA8465737Georgetown UniversityDC91541029Harvard UniversityMA9773846John Hopkins UniversityMD8964927Lehigh UniversityPA81551140Massachusetts Inst. of TechnologyMA9265644New York UniversityNY72631313Northwestern UniversityIL9066830Pennsylvania State UniversityPA80321921Princeton UniversityNJ9568567Rice UniversityTX9262840Stanford UniversityCA9269734Tufts UniversityMA8767929Tulane UniversityLA72561217U. of California-BerleleyCA83581718U. of California-DavisCA7432197U. of California-IrvineCA7442209U. of California-Los AngelesCA78411813U. of California-San DiegoCA8048198U. of California-Santa BarbaraCA70452012U. of ChicagoIL8465436U. of FloridaFL67312319U. of Illinois-Urbana ChampaignIL77291523U. of Michigan-Ann ArborMI83511513U. of North Carolina-Chapel HillNC82401626U. of Notre DameIN94531349U. of PennsylvaniaPA9065741U. of RochesterNY76631023U. of Southern CaliforniaCA70531322U. of Texas-AustinTX66392113U. of VirginiaVA92441328U. of WashingtonWA70371212U. of Wisconsin-MadisonWI73371313Vanderbuilt UniversityTN8268931Wake Forest UniversityNC82591138Washington University - St. LouisMO8673733Yale UniversityCT9477750
Sheet2
Sheet3
NAME _____________________________________
Unacceptable Below Expectations Meets Expectations Exceeds Expectations
0 1-2 3-4 5
Title No title is included.
Title does not describe
what proposal is about,
shows an opinion, is same
as research question, or is
otherwise inappropriate.
Title is succinct and describes
what the proposal is about.
Title meets expectations and is
innovative or clever.
2
Abstract No abstract is included.
Abstract is too short or too
long. Does not include the
required elements.
Abtract is about 200 words
and includes all three
required elements: project’s
purpose, what you will do in
your project, and what you
hope to gain from your
project.
Abstract meets expectations,
and is written in a compelling
way, without grammatical or
spelling errors.
3
Problem Statement
No problem statement is
included.
Problem statement is
much too short or too long.
Does not include the
required elements.
Problem statement is about 2
pages long. It uses statistics,
examples, news articles, or
other ways to show
importance of topic. Citations
to the research literature are
minimal. Problem is a social
problem that can be
addressed or understood
better through research.
Argument summarized in
students' own words.
Problem statement meets
expectations and is written in a
clear and compelling way,
without grammat.
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docx
Introduction, Thesis Statement, and Claim
Total: 3.50
Distinguished - Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue.
Proficient - Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.
Basic - Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.
Below Expectations - Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.
Non-Performance - The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions.
Creates an Argument
Total: 7.00
Distinguished - Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.
Proficient - Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.
Basic - Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.
Below Expectations - Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.
Non-Performance - The creation of an argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluates Ethical Outcomes
Total: 4.00
Distinguished - Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoro.
Week 8 summative assignment critique of research article
This document provides instructions for a summative assignment requiring students to critique a research article related to nursing. It outlines the specific components that must be included in the critique, such as stating the research problem/purpose, reviewing the literature, analyzing the theoretical framework, identifying variables/hypotheses, describing the methodology, analyzing the data and results, and providing a summary and conclusions. The critique must be 4-6 double-spaced pages plus references and follow APA style. Students must submit both the critique and the original research article. The assignment will be graded based on a detailed rubric assessing each required component.
Power Point Persuasive Rubric.docx
This document provides a rubric for evaluating PowerPoint presentations on three criteria: cohesiveness of structure, use of persuasive elements, and length. For each criterion, it defines what constitutes a poor, fair, or good rating. A poor rating receives 0-1 points, a fair rating receives 2-4 points, and a good rating receives 5 points.
Assignment Grading Rubric GB520 Strategic Human Re.docx
Assignment Grading Rubric
GB520: Strategic Human Resource Management
Assignment Rubric
This Excel Assignment is related to the specific issues in this case. This case is to be completed using Excel
spreadsheet analysis. The case analysis will be evaluated using the following rubric.
At least 20% of a case study grade is related to the technical format used in setting up the multiple charts and
creating the formulas used to determine the correct answers in this case analysis.
Case Study Analysis Rubric
Grade Content, Focus, Use of
Text/Research, and
Organization
Analysis and Critical
Thinking
Writing Style, Grammar, and
APA Format
100%
50 points
50%
15 points
30%
25 points
20%
10 points
90–
100%
45–50
points
Response successfully answers
the Assignment question(s);
thoroughly uses the text, case,
and other literature to support
responses. The main response
to each task is developed
clearly. All responses are
supported well (no errors in
logic) using the correct sources
as assigned in the case.
Sources are thoughtfully used
professional and Web sources.
References are provided to
support the location from where
outside information was used.
Skillfully addresses
counterarguments and does not
ignore data contradicting its
claim.
Response exhibits strong higher-
order critical thinking and
analysis (e.g., evaluation).
Analysis includes proper
classifications, explanations,
comparisons, and inferences.
Critical thinking includes
appropriate judgments,
conclusions, and assessments
based on evaluation and
synthesis of information.
Technical skills are strong.
Appropriate to the Assignment,
accurate (no far-fetched,
unsupported calculations),
precise (clearly says what you
mean), and concise (not wordy).
Assignment is in 12-point font
when explanations are required.
Narrative sections are correctly
done. Assignment is free of
serious errors; grammar,
punctuation, spelling, and
graphical information help to
clarify the meaning by following
accepted conventions.
Grade Content, Focus, Use of
Text/Research, and
Organization
Analysis and Critical
Thinking
Writing Style, Grammar, and
APA Format
Assignment Grading Rubric
GB520: Strategic Human Resource Management
80–89%
40–44
points
Response answers the
Assignment question(s) with only
minor digressions; sufficiently
uses the text and other sources.
Provides good to average
responses that requires some
explanation but that form a good
basis.
Supports most responses
correctly (no logical errors) using
outside sources as assigned.
Does not ignore data
contradicting its claim, though
the refutation may need
additional support. Refers to
outside sources in the text and
reference page.
Response generally exhibits
higher-order critical thinking and
analysis (e.g., evaluation). Case
study shows some original
thought.
Analys ...
This you will begin to synthesize the information you.docx
This week, students will complete a recommendation analysis to synthesize the information gathered about their selected technology. The analysis should include an introduction explaining the technology, a thesis outlining the main arguments, identification of ethical dilemmas posed by the technology with examples and recommendations to address each dilemma. It should also cite at least three academic sources and be 3-4 pages following APA style. The assignment will be graded based on critical thinking, communication, information literacy, technology literacy, cultural competence, and global awareness demonstrated.
Patient 2 is a 53-year-old male with no diagnosed diabetes mel.docx
Patient 2 is a 53-year-old male with no diagnosed diabetes mellitus. He has atherosclerotic cardiovascular disease calculated risk of 8. His LDL-C is 170 mg/L.
what will you do for this client?
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 supports the content in the peer post without adding new information or insight.
Missing reference from one peer post.
Partially followed instr.
Criteria Non-performance Basic Proficient Distinguished .docx
Criteria
Non-performance
Basic
Proficient
Distinguished
Synthesize stories and evidence about times when a care setting performed at its best with regard to quality and safety goals.
Does not list stories and evidence about times when a care setting performed at its best with regard to quality and safety goals.
Lists but does not synthesize stories and evidence, or fails to clearly relate stories and evidence to quality and safety goals.
Synthesizes stories and evidence about times when a care setting performed at its best with regard to quality and safety goals.
Synthesizes stories and evidence about times when a care setting performed at its best with regard to quality and safety goals. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the synthesis).
Propose positive, attainable quality and safety improvement goals for a care setting.
Does not propose positive goals for a care setting.
Proposed goals are positive but not attainable, or will not lead to ethical and culturally sensitive improvement of organizational quality and safety, or are not clearly aligned with the care setting’s mission, vision, and values.
Proposes positive, attainable quality and safety improvement goals for a care setting.
Proposes positive, attainable quality and safety improvement goals for a care setting, and identifies assumptions on which proposed goals are based.
Conduct a SWOT analysis of a care setting, with respect to quality and safety goals.
Does not present the findings of a SWOT analysis of a care setting.
Conducts a SWOT analysis of a care setting that is not clearly focused on quality and safety goals.
Conducts a SWOT analysis of a care setting, with respect to quality and safety goals.
Conducts a SWOT analysis of a care setting, with respect to quality and safety goals, and impartially considers conflicting data and other perspectives.
Describe an area of concern identified in a SWOT analysis—relevant to a care setting's mission, vision, and values—that should be improved.
Does not describe an area of concern identified in a SWOT analysis that should be improved.
Describes an area of concern identified in a SWOT analysis, but does not show its relevance to a care setting's mission, vision, and values.
Describes an area of concern identified in a SWOT analysis—relevant to a care setting's mission, vision, and values—that should be improved.
Describes an area of concern identified in a SWOT analysis—relevant to a care setting's mission, vision, and values—that should be improved. Identifies criteria that could be used to evaluate such an improvement.
Compare the AI and SWOT approaches to analysis with regard to data gathering and interactions with others.
Does not describe data gathering and interactions with others.
Describes data gathering and interactions with others, but does not compare these activities using an AI and SWOT approach to ana.
El Centro College Psychology Assessment of Critical Thinking Rub.docx
El Centro College: Psychology: Assessment of Critical Thinking Rubric
Rater (Scorer): Amy Kirchhoff Class/Course/Section: PSYC 2301-_____ Student ID: _________________ Date: _________________
40 POINTS TOTAL
Performance
Element
Exemplary
(5)
Proficient
(4)
Developing
(3)
Emerging
(2)
Minimally or Not Present (1 or 0)
Comments
Score
I. Communication
A. Defines problem in own words
B. Explores topic by listing methodologies, goals of study or meta-analysis and findings clearly and with pertinent details
A. Identifies the main idea or problem with numerous supporting details and examples that are organized logically and coherently.
A. Identifies the main idea or problem with some supporting details and examples in an organized manner.
B. Elaborates on study or meta-analysis using professional sources, and mentions other points of view, but does not clarify or support own views in Comments section. Writer's perspective is acceptable but not sequentially formatted.
A. Identifies the main idea or problem with few details or examples in a somewhat organized manner
B. Provides minimal evidence, with little explanation.
A. Identifies the main
idea or problem poorly
with few or no details.
B.Substantial
inaccuracies in reporting the study or meta-analysis, methodologies, variables, or findings. Elaboration
of evidence is insufficient
or not understandable to the reader
A. Does not identify the main idea or problem. States the main idea or problem verbatim from the text (plagiarized).
B. Essentially an opinion paper with faulty descriptors.
5 4 3 2 1 Ø
ϒ ϒ ϒ ϒ ϒ ϒ
N/A ϒ
II. Analysis
A. Compare & contrast available solutions
B. The topic posed is only part of the total. Does student find interesting angles from which to explore the topic(s)?
A. Uses specific inductive or deductive reasoning to make inferences regarding premises; addresses implications and consequences; identifies facts and relevant information correctly.
B. Raises important questions relevant to the assigned topic in Comments section and answers them with evidence from professional sources.
A. Uses logical reasoning to make inferences regarding solutions; addresses implications and consequences; Identifies facts and relevant information correctly.
B. Raises questions related to the topic in Comments section but may not provide reader with adequate evidence for why these additional questions should be considered.
A. Uses superficial reasoning to make inferences regarding solutions; shows some confusion regarding facts, opinions, and relevant, evidence, data, or information.
B. Topic explored from only one or two perspectives (i.e., sources).
A. Makes unexplained, unsupported, or unreasonable inferences regarding solutions.
Makes multiple errors in distinguishing fact from fiction or in selecting relevant evidence.
B. Fails ...
Review the following treatments and rationale. Do you agree or disa.docx
Review the following treatments and rationale. Do you agree or disagree? Why? What information from this week’s content or outside information can you cite to support your opinions?
The purpose of this discussion is to recommend two resources that should be provided for a 15 year old male newly diagnosed with Type II diabetes. Unfortunately, chronic diagnoses such as diabetes have the potential to cause mental health issues in teenagers. Developmentally, they want to be like their peers and fit in to a group. It has been studied that rates of depression in teenagers with diabetes can range from 8% to 22% (“Behavioral health and diabetes,” 2021). In my opinion, there are two reasons why this patient feels depressed. First, they may not have basic knowledge about their disease and how their life is going to change. Thus, the patient should be referred to a diabetes educator as recommended by the American Diabetes Association. This resource can help a patient increase their knowledge, skills and confidence with management of diabetes ("Diabetes education program," 2021). Most importantly, the counselor can discuss and help the patient overcome stigmas related to the disorder (“Behavioral health and diabetes,” 2021). With increased knowledge, the patient will hopefully feel they can manage the disease. In addition, the patient should be referred to a diabetes support group that specifically encompasses patients of the same age. In this group, the patient can discuss his own thoughts and feelings (“Diabetes and mental health,” 2021). The patient may feel less depression knowing that other kids are going through the same disease as him. Thus, a diabetes support counselor and support group are two resources that should be recommended.
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.
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 .
Examine current practice guidelines related to suicide screeni.docx
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
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 understandin.
Criteria Ratings PointsContentTypes ofReliability&
Criteria Ratings Points
Content
Types of
Reliability
& Validity
7 to >6.0 pts
Advanced
The types of reliability
and validity are clearly
explained. Support from
reading is included.
6 to >4.0 pts
Proficient
The types of reliability and
validity are reasonably
explained. Support from
reading is mostly included.
4 to >0.0 pts
Developing
The types of reliability and
validity are minimally
addressed. Limited or no
support from reading.
0 pts
Not
Present
7 pts
Content
Reliability
Explored
7 to >6.0 pts
Advanced
The proper categories of
low, acceptable, and high
ranges of alpha
coefficients are clearly
identified. The number of
scales in each category is
stated. Conclusions
drawn, based on the
number of scales with
low, acceptable, and high
alpha coefficients, are
included.
6 to >4.0 pts
Proficient
The proper categories of
low, acceptable, and high
ranges of alpha coefficients
are reasonably identified.
The number of scales in
each category is mostly
stated. Conclusion drawn,
based on the number of
scales with low,
acceptable, and high alpha
coefficients are mostly
included.
4 to >0.0 pts
Developing
The proper categories of
low, acceptable, and high
ranges of alpha coefficients
are minimally addressed.
The number of scales in
each category is not clearly
stated. Conclusion drawn,
based on the number of
scales with low, acceptable,
and high alpha coefficients,
are not clearly addressed.
0 pts
Not
Present
7 pts
Content
VMQs
Validity
Explored
7 to >6.0 pts
Advanced
Comparison between the
VMQ population and the
populations of the tests
used to evaluate validity
is clearly stated. Issues
raised when evaluating
validity based on the
population traits of
coefficients are included.
6 to >4.0 pts
Proficient
Comparison between the
VMQ population and the
populations of the tests
used to evaluate validity is
reasonably stated. Issues
raised when evaluating
validity based on the
population traits of
coefficients are mostly
included.
4 to >0.0 pts
Developing
Comparison between the
VMQ population and the
populations of the tests used
to evaluate validity is
minimally addressed. Issues
raised when evaluating
validity based on the
population traits of
coefficients are not clearly
stated.
0 pts
Not
Present
7 pts
Content
Norming
Population
7 to >6.0 pts
Advanced
How sample size and
nature of population may
influence the constructs
purportedly measured by
the test is clearly
articulated. Strengths and
weaknesses in these
areas are included.
6 to >4.0 pts
Proficient
How sample size and
nature of population may
influence the constructs
purportedly measured by
the test is reasonably
articulated. Strengths and
weaknesses in these areas
are mostly included.
4 to >0.0 pts
Developing
How sample size and nature
of population may influence
the constructs purportedly
measured by the test is
minimally articulated.
Strengths and weaknesses
in these areas are not
clearly stated.
0 pts
Not
Present
7 pts
Benchmark Exploring R ...
Critical Response Rubric Category 0 1 1.5 2 Timelin.docx
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
Critical Response Rubric- Please view the videos provided on Asha De.docx
Critical Response Rubric- Please view the videos provided on Asha Degree. The first, Trace Evidence, is a descriptive trace of the evidence in the case. The second video is the FBI clip hat includes Asha's parents. The Third clip is an experimental walk of the route Asha is claimed to have took that night. SAY HER NAME EXAMPLE- Simply provide a name an incident where violence was inflicted on a Black Female Body (since we've acknowledged Breonna Taylor, please research and find someone else that the class can be made aware of.
One page double space (thoughts)/response
.
https://www.youtube.com/watch?v=Ih5RUlzJjZI
https://www.youtube.com/watch?v=Y-9FtGTRWnk
https://www.youtube.com/watch?v=f30w54xfxiI
.
Critical Reflective AnalysisIn developing your genogram and learni.docx
Critical Reflective Analysis
In developing your genogram and learning plan you were required to collect significant personal data that has influenced your lifestyle and consequently your personal health and wellness. Looking at this information and your personal learning plan a meaningful event must have come to mind. This event would have been an incident that probably impacted your lifestyle in a negative fashion; as an example a divorce, an accident or a sudden death of a family member from familial links. How did this affect your overall health using the six dimensions of wellness? How does the research support the findings? What does this mean for you? With the knowledge you have gained how has this changed your perspective? Why? What changes will you make?Using the LEARN
headings
write a critical analyses highlighting the abstract ideas underlying your reflection. Use specific details and at least
three references
to defend your conclusions.
Criteria for Evaluation and GradingFormat:
5 pages (excluding title and reference page)
12 font Arial or Times New Roman
Double spaced
Minimum of 3-4 references
APA format (link)
Submit in a Word.doc document
LEARN HEADINGS
Look Back
Present a meaningful event
Outline event concisely
Elaborate
Summarize event in detail (what happened, who was involved, where the event occurred, your involvement)
Describe personal feelings and perceptions of self and others
Analyze
Identify
one key
issue to analyze
Use literature as a guide with at least 3 evidence based journal articles
Compare and contrast the event with knowledge acquired in reading
Discuss the new perspective (view) you have acquired through the literature
Revise
Refer back to your acquired knowledge and analysis
Explain how you would preserve or change your perspective
Discuss rationale for considering the change in your life
Suggest alternative strategies you are presently using as a result of this analysis
New Perspective
Identify recommendations for future revision of your lifestyle
Guidelines to assist reflective writing:
Occasion for reflection: (an experience – seen, read, heard)
Presents experience through use of concrete, sensory language, quotations and narrative accounts
Shows depth of thought
Indicates creativity
Reflection ( exploration and analyzes)
Reveals feelings and thoughts through presentation of the experience
Conveys evidence of a personal response to the experience
Enables reader to understand the abstract ideas underlying the reflection through use of specific detail
Demonstrates good meta-cognition
Writing Strategies
Uses convincing language and scenarios to detail reflection
Uses comparison and imagery
Enhances reflection through contrasting and explaining possibilities
Makes inferences
Develops new ways of reflecting upon nursing and nursing practice
Coherence and style:
Demonstrates insight through natural flow of ideas
P.
Critical Reflection Projectzzz.docx
Critical Reflection Project
z
z
z
z
Major parts
Orient the reader
Identify the focus/purpose of the book
Outline the scope of your paper
Topic sentence 1
Discuses the theme (theme 1) with supporting details
Concluding sentence
Topic sentence 2
Discuses the theme (theme 2) with supporting details
Concluding sentence
Conclude by restating the thesis, summarizing the argument, and making application
Address the themes from biblical point of view
Paragraphs
Outline
Introduction
Body
Conclusion
z
Introduction (Example)
I am a White privileged, American, who is loved, and who is attending the college of her dreams. I live with three younger siblings who do not fit that description. We live in the same house; they are American, loved, attending an amazing high school, privileged, but what is missing? The answer is the color of their skin; I am White and they are Black. My three youngest siblings are adopted from various parts of the United States as well as Africa, and their lives are worlds apart from mine; yet, we live feet apart. I am never afraid to walk home from school or get arrested by the cops, and yet I will be walking home with my 6’0, line man sized, African American little brother and people will cross to the other side of the street. Whole families have crossed in the middle of the road to avoid passing next to us. I know for a fact most of my friends do not worry about their little brother coming home safe because he has the build of the boys you hear about on television being beaten to death—because he has the skin color of the boys on television.
The New York Times best seller, “The New Jim Crow: Mass Incarceration in the Age of Colorblindness” by Michelle Alexander works to give an explanation for the phenomenon that has been splashed across the news left and right. This movement is known as the “Black Lives Matter” movement that has the purpose of fighting back against the racism in our society: the human rights and dignity many people of color feel they are denied. There is a problem in our society that needs to be addressed because lives are on the line; and, I feel that the Black Lives Matter movement is not effectively or gracefully working to solve this problem as God intended. My purpose for this paper is to argue that our society is not seeing the new racism that is running rampant; that God did not intend for any sort of racism; and, finally conclude with our society should be called into action, especially the believers. For this paper, it will be broken up into three different sections: Michelle Alexander’s book, the corresponding Bible passages, and concluded with the application section.
z
Body (example)
“The New Jim Crow: Mass Incarceration in the Age of Colorblindness” is a book by Michelle Alexander, whose main argument is “that mass incarceration is, metaphorically, the New Jim Crow.” Some background to explain this statement is Jim Crow laws were a set of laws that barred African Americans from ha.
Critical reflection on the reading from Who Speaks for Justice, .docx
This document discusses a reading from the book "Who Speaks for Justice, Part 5: Culture" and encourages critical reflection on culture. It prompts students to think about why cultural beliefs and behaviors exist, rather than just what they are or when they occur. Students are asked to consider what culture they practice, where it came from, how it impacts their own actions and thinking, and how it affects others. The reading suggests that cultural and social influences do not provide definite explanations for why societies are a certain way and calls for mindfulness of cultural norms and patterns of behavior.
Critical Reflection ExerciseStudents are expected to have co.docx
Critical Reflection Exercise
Students are expected to have completed the assigned readings each week and be prepared to comment critically.
Rather than providing mere summaries of course readings, students will be asked to analyze and synthesize information from the assigned readings while reflecting on their own lived experiences using personal examples, situations they observe in organizations and within their communities, and current events.
Students will submit a
three
page, double-spaced critical reflection of the assigned readings.
Assigned Readings: *
For the Second Reading, just Chapter 1 & 2
.
Critical Reading StrategiesThe University of Minnesota published.docx
Critical Reading Strategies
The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies.
Click here (Links to an external site.)Links to an external site. for the document.
These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend:
1. Identifying what you're reading for. Answer the following questions:
1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information?
2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading.
1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further.
1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system.
3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas?
4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read.
1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba.
2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language?
What is World Literature?
David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF.
Damrosch, David (Introduction--Goethe Coins a Phrase).pdf
· The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.
Critical Qualitative Research Designpages 70–76Related to un.docx
Critical Qualitative Research Design
pages 70–76
Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented.
There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections.
Memos on Study Goals and Rationale
Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.
Critical InfrastructuresThe U.S. Department of Homeland Security h.docx
Critical Infrastructures
The U.S. Department of Homeland Security has identified what is determined to be critical infrastructure assets that are designated as potentially being of terrorist interest. Although the final responsibility and mission for protecting those assets and sectors of each remains with the DHS, the initial accountability rests with local ownership and authorities.
The DHS has formulated a National Infrastructure Protection Plan to explain and describe the national responsibility. A very significant majority of the infrastructure elements are under private or corporate ownership and maintenance and must share the bulk of responsibility for protection and security under their own mission plans for security.
Assignment Guidelines
Address the following in 3–4 pages:
What is the National Infrastructure Protection Plan (NIPP)?
When was it created?
Who created it?
Why was it created? Explain.
How important is the private sector with regard to critical infrastructure protection? Why?
What types of strategies can be used for critical infrastructure protection (CIP)?
What strengths currently exist in the United States with regard to CIP? Explain.
What weaknesses still need to be addressed? Why?
How can federal agencies effectively cooperate with private sector organizations? Explain.
What types of information should be disseminated to private sector organizations that are responsible for key assets? Explain.
What types of information, if any, should be withheld from the private sector? Why?
ASSIGNMENT DUE TONIGHT 10/20/13 BY 12 CLOCK
.
Critical Infrastructure Protection Discussion Questions How.docx
Critical Infrastructure Protection
Discussion Questions: How has the federal government responded to possible terrorist attacks (mitigation) where civil liberties have not been endangered? Considering that so much of the nation’s critical infrastructure is privately owned, how has the government-regulated possible civil liberties issues related to private sector employers/employees? Can a balanced policy be implemented regarding critical infrastructure without eroding privacy, freedom of information or other civil liberties?
Minimum of 350 words
APA Style with quotation and references
.
Critical InfrastructuresIn terms of critical infrastructure and ke.docx
Critical Infrastructures
In terms of critical infrastructure and key resources (CIKR), an
asset
is a person, structure, facility, information, material, or a process that has value. For example, in the transportation sector, a bridge would be an asset.
A
network
is a group of related components that interact with each other or share information to perform a function. For example, a light rail system that crosses multiple jurisdictions in a large metropolitan area would be considered a network.
A
system
is any combination of facilities, personnel, equipment, procedures, and communications integrated for a specific purpose. For example, the U.S. interstate highways comprise a system within the transportation sector.
A
sector
consists of a logical collection of interconnected assets, systems, or networks that provide a common function to society, the economy, or the government. For example, the transportation sector consists of vast, open, accessible, interconnected systems, which include the aviation, maritime, pipeline, highway, freight rail, and mass-transit systems.
Address the following in 3–4 pages:
For each of the 18 CIKR sectors, identify 1
–
2 local examples of critical infrastructure.
Briefly describe the examples, and explain how they are operated and utilized.
Provide any information that you feel is unique to each sector.
In your local community, research the infrastructure, and identify one particular element that may be of particular interest to a terrorist or vulnerable to natural or manmade disaster.
Are there any protective measures in place to ensure its safety?
.
More Related Content
Similar to CriteriaRatingsPtsThis criterion is linked to a Learning Outcome.docx
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docx
Introduction, Thesis Statement, and Claim
Total: 3.50
Distinguished - Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue.
Proficient - Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.
Basic - Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.
Below Expectations - Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.
Non-Performance - The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions.
Creates an Argument
Total: 7.00
Distinguished - Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.
Proficient - Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.
Basic - Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.
Below Expectations - Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.
Non-Performance - The creation of an argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluates Ethical Outcomes
Total: 4.00
Distinguished - Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoro.
Week 8 summative assignment critique of research article
This document provides instructions for a summative assignment requiring students to critique a research article related to nursing. It outlines the specific components that must be included in the critique, such as stating the research problem/purpose, reviewing the literature, analyzing the theoretical framework, identifying variables/hypotheses, describing the methodology, analyzing the data and results, and providing a summary and conclusions. The critique must be 4-6 double-spaced pages plus references and follow APA style. Students must submit both the critique and the original research article. The assignment will be graded based on a detailed rubric assessing each required component.
Power Point Persuasive Rubric.docx
This document provides a rubric for evaluating PowerPoint presentations on three criteria: cohesiveness of structure, use of persuasive elements, and length. For each criterion, it defines what constitutes a poor, fair, or good rating. A poor rating receives 0-1 points, a fair rating receives 2-4 points, and a good rating receives 5 points.
Assignment Grading Rubric GB520 Strategic Human Re.docx
Assignment Grading Rubric
GB520: Strategic Human Resource Management
Assignment Rubric
This Excel Assignment is related to the specific issues in this case. This case is to be completed using Excel
spreadsheet analysis. The case analysis will be evaluated using the following rubric.
At least 20% of a case study grade is related to the technical format used in setting up the multiple charts and
creating the formulas used to determine the correct answers in this case analysis.
Case Study Analysis Rubric
Grade Content, Focus, Use of
Text/Research, and
Organization
Analysis and Critical
Thinking
Writing Style, Grammar, and
APA Format
100%
50 points
50%
15 points
30%
25 points
20%
10 points
90–
100%
45–50
points
Response successfully answers
the Assignment question(s);
thoroughly uses the text, case,
and other literature to support
responses. The main response
to each task is developed
clearly. All responses are
supported well (no errors in
logic) using the correct sources
as assigned in the case.
Sources are thoughtfully used
professional and Web sources.
References are provided to
support the location from where
outside information was used.
Skillfully addresses
counterarguments and does not
ignore data contradicting its
claim.
Response exhibits strong higher-
order critical thinking and
analysis (e.g., evaluation).
Analysis includes proper
classifications, explanations,
comparisons, and inferences.
Critical thinking includes
appropriate judgments,
conclusions, and assessments
based on evaluation and
synthesis of information.
Technical skills are strong.
Appropriate to the Assignment,
accurate (no far-fetched,
unsupported calculations),
precise (clearly says what you
mean), and concise (not wordy).
Assignment is in 12-point font
when explanations are required.
Narrative sections are correctly
done. Assignment is free of
serious errors; grammar,
punctuation, spelling, and
graphical information help to
clarify the meaning by following
accepted conventions.
Grade Content, Focus, Use of
Text/Research, and
Organization
Analysis and Critical
Thinking
Writing Style, Grammar, and
APA Format
Assignment Grading Rubric
GB520: Strategic Human Resource Management
80–89%
40–44
points
Response answers the
Assignment question(s) with only
minor digressions; sufficiently
uses the text and other sources.
Provides good to average
responses that requires some
explanation but that form a good
basis.
Supports most responses
correctly (no logical errors) using
outside sources as assigned.
Does not ignore data
contradicting its claim, though
the refutation may need
additional support. Refers to
outside sources in the text and
reference page.
Response generally exhibits
higher-order critical thinking and
analysis (e.g., evaluation). Case
study shows some original
thought.
Analys ...
This you will begin to synthesize the information you.docx
This week, students will complete a recommendation analysis to synthesize the information gathered about their selected technology. The analysis should include an introduction explaining the technology, a thesis outlining the main arguments, identification of ethical dilemmas posed by the technology with examples and recommendations to address each dilemma. It should also cite at least three academic sources and be 3-4 pages following APA style. The assignment will be graded based on critical thinking, communication, information literacy, technology literacy, cultural competence, and global awareness demonstrated.
Patient 2 is a 53-year-old male with no diagnosed diabetes mel.docx
Patient 2 is a 53-year-old male with no diagnosed diabetes mellitus. He has atherosclerotic cardiovascular disease calculated risk of 8. His LDL-C is 170 mg/L.
what will you do for this client?
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 supports the content in the peer post without adding new information or insight.
Missing reference from one peer post.
Partially followed instr.
Criteria Non-performance Basic Proficient Distinguished .docx
Criteria
Non-performance
Basic
Proficient
Distinguished
Synthesize stories and evidence about times when a care setting performed at its best with regard to quality and safety goals.
Does not list stories and evidence about times when a care setting performed at its best with regard to quality and safety goals.
Lists but does not synthesize stories and evidence, or fails to clearly relate stories and evidence to quality and safety goals.
Synthesizes stories and evidence about times when a care setting performed at its best with regard to quality and safety goals.
Synthesizes stories and evidence about times when a care setting performed at its best with regard to quality and safety goals. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the synthesis).
Propose positive, attainable quality and safety improvement goals for a care setting.
Does not propose positive goals for a care setting.
Proposed goals are positive but not attainable, or will not lead to ethical and culturally sensitive improvement of organizational quality and safety, or are not clearly aligned with the care setting’s mission, vision, and values.
Proposes positive, attainable quality and safety improvement goals for a care setting.
Proposes positive, attainable quality and safety improvement goals for a care setting, and identifies assumptions on which proposed goals are based.
Conduct a SWOT analysis of a care setting, with respect to quality and safety goals.
Does not present the findings of a SWOT analysis of a care setting.
Conducts a SWOT analysis of a care setting that is not clearly focused on quality and safety goals.
Conducts a SWOT analysis of a care setting, with respect to quality and safety goals.
Conducts a SWOT analysis of a care setting, with respect to quality and safety goals, and impartially considers conflicting data and other perspectives.
Describe an area of concern identified in a SWOT analysis—relevant to a care setting's mission, vision, and values—that should be improved.
Does not describe an area of concern identified in a SWOT analysis that should be improved.
Describes an area of concern identified in a SWOT analysis, but does not show its relevance to a care setting's mission, vision, and values.
Describes an area of concern identified in a SWOT analysis—relevant to a care setting's mission, vision, and values—that should be improved.
Describes an area of concern identified in a SWOT analysis—relevant to a care setting's mission, vision, and values—that should be improved. Identifies criteria that could be used to evaluate such an improvement.
Compare the AI and SWOT approaches to analysis with regard to data gathering and interactions with others.
Does not describe data gathering and interactions with others.
Describes data gathering and interactions with others, but does not compare these activities using an AI and SWOT approach to ana.
El Centro College Psychology Assessment of Critical Thinking Rub.docx
El Centro College: Psychology: Assessment of Critical Thinking Rubric
Rater (Scorer): Amy Kirchhoff Class/Course/Section: PSYC 2301-_____ Student ID: _________________ Date: _________________
40 POINTS TOTAL
Performance
Element
Exemplary
(5)
Proficient
(4)
Developing
(3)
Emerging
(2)
Minimally or Not Present (1 or 0)
Comments
Score
I. Communication
A. Defines problem in own words
B. Explores topic by listing methodologies, goals of study or meta-analysis and findings clearly and with pertinent details
A. Identifies the main idea or problem with numerous supporting details and examples that are organized logically and coherently.
A. Identifies the main idea or problem with some supporting details and examples in an organized manner.
B. Elaborates on study or meta-analysis using professional sources, and mentions other points of view, but does not clarify or support own views in Comments section. Writer's perspective is acceptable but not sequentially formatted.
A. Identifies the main idea or problem with few details or examples in a somewhat organized manner
B. Provides minimal evidence, with little explanation.
A. Identifies the main
idea or problem poorly
with few or no details.
B.Substantial
inaccuracies in reporting the study or meta-analysis, methodologies, variables, or findings. Elaboration
of evidence is insufficient
or not understandable to the reader
A. Does not identify the main idea or problem. States the main idea or problem verbatim from the text (plagiarized).
B. Essentially an opinion paper with faulty descriptors.
5 4 3 2 1 Ø
ϒ ϒ ϒ ϒ ϒ ϒ
N/A ϒ
II. Analysis
A. Compare & contrast available solutions
B. The topic posed is only part of the total. Does student find interesting angles from which to explore the topic(s)?
A. Uses specific inductive or deductive reasoning to make inferences regarding premises; addresses implications and consequences; identifies facts and relevant information correctly.
B. Raises important questions relevant to the assigned topic in Comments section and answers them with evidence from professional sources.
A. Uses logical reasoning to make inferences regarding solutions; addresses implications and consequences; Identifies facts and relevant information correctly.
B. Raises questions related to the topic in Comments section but may not provide reader with adequate evidence for why these additional questions should be considered.
A. Uses superficial reasoning to make inferences regarding solutions; shows some confusion regarding facts, opinions, and relevant, evidence, data, or information.
B. Topic explored from only one or two perspectives (i.e., sources).
A. Makes unexplained, unsupported, or unreasonable inferences regarding solutions.
Makes multiple errors in distinguishing fact from fiction or in selecting relevant evidence.
B. Fails ...
Review the following treatments and rationale. Do you agree or disa.docx
Review the following treatments and rationale. Do you agree or disagree? Why? What information from this week’s content or outside information can you cite to support your opinions?
The purpose of this discussion is to recommend two resources that should be provided for a 15 year old male newly diagnosed with Type II diabetes. Unfortunately, chronic diagnoses such as diabetes have the potential to cause mental health issues in teenagers. Developmentally, they want to be like their peers and fit in to a group. It has been studied that rates of depression in teenagers with diabetes can range from 8% to 22% (“Behavioral health and diabetes,” 2021). In my opinion, there are two reasons why this patient feels depressed. First, they may not have basic knowledge about their disease and how their life is going to change. Thus, the patient should be referred to a diabetes educator as recommended by the American Diabetes Association. This resource can help a patient increase their knowledge, skills and confidence with management of diabetes ("Diabetes education program," 2021). Most importantly, the counselor can discuss and help the patient overcome stigmas related to the disorder (“Behavioral health and diabetes,” 2021). With increased knowledge, the patient will hopefully feel they can manage the disease. In addition, the patient should be referred to a diabetes support group that specifically encompasses patients of the same age. In this group, the patient can discuss his own thoughts and feelings (“Diabetes and mental health,” 2021). The patient may feel less depression knowing that other kids are going through the same disease as him. Thus, a diabetes support counselor and support group are two resources that should be recommended.
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.
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 .
Examine current practice guidelines related to suicide screeni.docx
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
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 understandin.
Criteria Ratings PointsContentTypes ofReliability&
Criteria Ratings Points
Content
Types of
Reliability
& Validity
7 to >6.0 pts
Advanced
The types of reliability
and validity are clearly
explained. Support from
reading is included.
6 to >4.0 pts
Proficient
The types of reliability and
validity are reasonably
explained. Support from
reading is mostly included.
4 to >0.0 pts
Developing
The types of reliability and
validity are minimally
addressed. Limited or no
support from reading.
0 pts
Not
Present
7 pts
Content
Reliability
Explored
7 to >6.0 pts
Advanced
The proper categories of
low, acceptable, and high
ranges of alpha
coefficients are clearly
identified. The number of
scales in each category is
stated. Conclusions
drawn, based on the
number of scales with
low, acceptable, and high
alpha coefficients, are
included.
6 to >4.0 pts
Proficient
The proper categories of
low, acceptable, and high
ranges of alpha coefficients
are reasonably identified.
The number of scales in
each category is mostly
stated. Conclusion drawn,
based on the number of
scales with low,
acceptable, and high alpha
coefficients are mostly
included.
4 to >0.0 pts
Developing
The proper categories of
low, acceptable, and high
ranges of alpha coefficients
are minimally addressed.
The number of scales in
each category is not clearly
stated. Conclusion drawn,
based on the number of
scales with low, acceptable,
and high alpha coefficients,
are not clearly addressed.
0 pts
Not
Present
7 pts
Content
VMQs
Validity
Explored
7 to >6.0 pts
Advanced
Comparison between the
VMQ population and the
populations of the tests
used to evaluate validity
is clearly stated. Issues
raised when evaluating
validity based on the
population traits of
coefficients are included.
6 to >4.0 pts
Proficient
Comparison between the
VMQ population and the
populations of the tests
used to evaluate validity is
reasonably stated. Issues
raised when evaluating
validity based on the
population traits of
coefficients are mostly
included.
4 to >0.0 pts
Developing
Comparison between the
VMQ population and the
populations of the tests used
to evaluate validity is
minimally addressed. Issues
raised when evaluating
validity based on the
population traits of
coefficients are not clearly
stated.
0 pts
Not
Present
7 pts
Content
Norming
Population
7 to >6.0 pts
Advanced
How sample size and
nature of population may
influence the constructs
purportedly measured by
the test is clearly
articulated. Strengths and
weaknesses in these
areas are included.
6 to >4.0 pts
Proficient
How sample size and
nature of population may
influence the constructs
purportedly measured by
the test is reasonably
articulated. Strengths and
weaknesses in these areas
are mostly included.
4 to >0.0 pts
Developing
How sample size and nature
of population may influence
the constructs purportedly
measured by the test is
minimally articulated.
Strengths and weaknesses
in these areas are not
clearly stated.
0 pts
Not
Present
7 pts
Benchmark Exploring R ...
Similar to CriteriaRatingsPtsThis criterion is linked to a Learning Outcome.docx (11)
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docx
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docx
Week 8 summative assignment critique of research article
Week 8 summative assignment critique of research article
Assignment Grading Rubric GB520 Strategic Human Re.docx
Assignment Grading Rubric GB520 Strategic Human Re.docx
This you will begin to synthesize the information you.docx
This you will begin to synthesize the information you.docx
Patient 2 is a 53-year-old male with no diagnosed diabetes mel.docx
Patient 2 is a 53-year-old male with no diagnosed diabetes mel.docx
Criteria Non-performance Basic Proficient Distinguished .docx
Criteria Non-performance Basic Proficient Distinguished .docx
El Centro College Psychology Assessment of Critical Thinking Rub.docx
El Centro College Psychology Assessment of Critical Thinking Rub.docx
Review the following treatments and rationale. Do you agree or disa.docx
Review the following treatments and rationale. Do you agree or disa.docx
Examine current practice guidelines related to suicide screeni.docx
Examine current practice guidelines related to suicide screeni.docx
Criteria Ratings PointsContentTypes ofReliability&
Criteria Ratings PointsContentTypes ofReliability&
More from willcoxjanay
Critical Response Rubric Category 0 1 1.5 2 Timelin.docx
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
Critical Response Rubric- Please view the videos provided on Asha De.docx
Critical Response Rubric- Please view the videos provided on Asha Degree. The first, Trace Evidence, is a descriptive trace of the evidence in the case. The second video is the FBI clip hat includes Asha's parents. The Third clip is an experimental walk of the route Asha is claimed to have took that night. SAY HER NAME EXAMPLE- Simply provide a name an incident where violence was inflicted on a Black Female Body (since we've acknowledged Breonna Taylor, please research and find someone else that the class can be made aware of.
One page double space (thoughts)/response
.
https://www.youtube.com/watch?v=Ih5RUlzJjZI
https://www.youtube.com/watch?v=Y-9FtGTRWnk
https://www.youtube.com/watch?v=f30w54xfxiI
.
Critical Reflective AnalysisIn developing your genogram and learni.docx
Critical Reflective Analysis
In developing your genogram and learning plan you were required to collect significant personal data that has influenced your lifestyle and consequently your personal health and wellness. Looking at this information and your personal learning plan a meaningful event must have come to mind. This event would have been an incident that probably impacted your lifestyle in a negative fashion; as an example a divorce, an accident or a sudden death of a family member from familial links. How did this affect your overall health using the six dimensions of wellness? How does the research support the findings? What does this mean for you? With the knowledge you have gained how has this changed your perspective? Why? What changes will you make?Using the LEARN
headings
write a critical analyses highlighting the abstract ideas underlying your reflection. Use specific details and at least
three references
to defend your conclusions.
Criteria for Evaluation and GradingFormat:
5 pages (excluding title and reference page)
12 font Arial or Times New Roman
Double spaced
Minimum of 3-4 references
APA format (link)
Submit in a Word.doc document
LEARN HEADINGS
Look Back
Present a meaningful event
Outline event concisely
Elaborate
Summarize event in detail (what happened, who was involved, where the event occurred, your involvement)
Describe personal feelings and perceptions of self and others
Analyze
Identify
one key
issue to analyze
Use literature as a guide with at least 3 evidence based journal articles
Compare and contrast the event with knowledge acquired in reading
Discuss the new perspective (view) you have acquired through the literature
Revise
Refer back to your acquired knowledge and analysis
Explain how you would preserve or change your perspective
Discuss rationale for considering the change in your life
Suggest alternative strategies you are presently using as a result of this analysis
New Perspective
Identify recommendations for future revision of your lifestyle
Guidelines to assist reflective writing:
Occasion for reflection: (an experience – seen, read, heard)
Presents experience through use of concrete, sensory language, quotations and narrative accounts
Shows depth of thought
Indicates creativity
Reflection ( exploration and analyzes)
Reveals feelings and thoughts through presentation of the experience
Conveys evidence of a personal response to the experience
Enables reader to understand the abstract ideas underlying the reflection through use of specific detail
Demonstrates good meta-cognition
Writing Strategies
Uses convincing language and scenarios to detail reflection
Uses comparison and imagery
Enhances reflection through contrasting and explaining possibilities
Makes inferences
Develops new ways of reflecting upon nursing and nursing practice
Coherence and style:
Demonstrates insight through natural flow of ideas
P.
Critical Reflection Projectzzz.docx
Critical Reflection Project
z
z
z
z
Major parts
Orient the reader
Identify the focus/purpose of the book
Outline the scope of your paper
Topic sentence 1
Discuses the theme (theme 1) with supporting details
Concluding sentence
Topic sentence 2
Discuses the theme (theme 2) with supporting details
Concluding sentence
Conclude by restating the thesis, summarizing the argument, and making application
Address the themes from biblical point of view
Paragraphs
Outline
Introduction
Body
Conclusion
z
Introduction (Example)
I am a White privileged, American, who is loved, and who is attending the college of her dreams. I live with three younger siblings who do not fit that description. We live in the same house; they are American, loved, attending an amazing high school, privileged, but what is missing? The answer is the color of their skin; I am White and they are Black. My three youngest siblings are adopted from various parts of the United States as well as Africa, and their lives are worlds apart from mine; yet, we live feet apart. I am never afraid to walk home from school or get arrested by the cops, and yet I will be walking home with my 6’0, line man sized, African American little brother and people will cross to the other side of the street. Whole families have crossed in the middle of the road to avoid passing next to us. I know for a fact most of my friends do not worry about their little brother coming home safe because he has the build of the boys you hear about on television being beaten to death—because he has the skin color of the boys on television.
The New York Times best seller, “The New Jim Crow: Mass Incarceration in the Age of Colorblindness” by Michelle Alexander works to give an explanation for the phenomenon that has been splashed across the news left and right. This movement is known as the “Black Lives Matter” movement that has the purpose of fighting back against the racism in our society: the human rights and dignity many people of color feel they are denied. There is a problem in our society that needs to be addressed because lives are on the line; and, I feel that the Black Lives Matter movement is not effectively or gracefully working to solve this problem as God intended. My purpose for this paper is to argue that our society is not seeing the new racism that is running rampant; that God did not intend for any sort of racism; and, finally conclude with our society should be called into action, especially the believers. For this paper, it will be broken up into three different sections: Michelle Alexander’s book, the corresponding Bible passages, and concluded with the application section.
z
Body (example)
“The New Jim Crow: Mass Incarceration in the Age of Colorblindness” is a book by Michelle Alexander, whose main argument is “that mass incarceration is, metaphorically, the New Jim Crow.” Some background to explain this statement is Jim Crow laws were a set of laws that barred African Americans from ha.
Critical reflection on the reading from Who Speaks for Justice, .docx
This document discusses a reading from the book "Who Speaks for Justice, Part 5: Culture" and encourages critical reflection on culture. It prompts students to think about why cultural beliefs and behaviors exist, rather than just what they are or when they occur. Students are asked to consider what culture they practice, where it came from, how it impacts their own actions and thinking, and how it affects others. The reading suggests that cultural and social influences do not provide definite explanations for why societies are a certain way and calls for mindfulness of cultural norms and patterns of behavior.
Critical Reflection ExerciseStudents are expected to have co.docx
Critical Reflection Exercise
Students are expected to have completed the assigned readings each week and be prepared to comment critically.
Rather than providing mere summaries of course readings, students will be asked to analyze and synthesize information from the assigned readings while reflecting on their own lived experiences using personal examples, situations they observe in organizations and within their communities, and current events.
Students will submit a
three
page, double-spaced critical reflection of the assigned readings.
Assigned Readings: *
For the Second Reading, just Chapter 1 & 2
.
Critical Reading StrategiesThe University of Minnesota published.docx
Critical Reading Strategies
The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies.
Click here (Links to an external site.)Links to an external site. for the document.
These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend:
1. Identifying what you're reading for. Answer the following questions:
1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information?
2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading.
1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further.
1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system.
3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas?
4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read.
1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba.
2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language?
What is World Literature?
David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF.
Damrosch, David (Introduction--Goethe Coins a Phrase).pdf
· The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.
Critical Qualitative Research Designpages 70–76Related to un.docx
Critical Qualitative Research Design
pages 70–76
Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented.
There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections.
Memos on Study Goals and Rationale
Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.
Critical InfrastructuresThe U.S. Department of Homeland Security h.docx
Critical Infrastructures
The U.S. Department of Homeland Security has identified what is determined to be critical infrastructure assets that are designated as potentially being of terrorist interest. Although the final responsibility and mission for protecting those assets and sectors of each remains with the DHS, the initial accountability rests with local ownership and authorities.
The DHS has formulated a National Infrastructure Protection Plan to explain and describe the national responsibility. A very significant majority of the infrastructure elements are under private or corporate ownership and maintenance and must share the bulk of responsibility for protection and security under their own mission plans for security.
Assignment Guidelines
Address the following in 3–4 pages:
What is the National Infrastructure Protection Plan (NIPP)?
When was it created?
Who created it?
Why was it created? Explain.
How important is the private sector with regard to critical infrastructure protection? Why?
What types of strategies can be used for critical infrastructure protection (CIP)?
What strengths currently exist in the United States with regard to CIP? Explain.
What weaknesses still need to be addressed? Why?
How can federal agencies effectively cooperate with private sector organizations? Explain.
What types of information should be disseminated to private sector organizations that are responsible for key assets? Explain.
What types of information, if any, should be withheld from the private sector? Why?
ASSIGNMENT DUE TONIGHT 10/20/13 BY 12 CLOCK
.
Critical Infrastructure Protection Discussion Questions How.docx
Critical Infrastructure Protection
Discussion Questions: How has the federal government responded to possible terrorist attacks (mitigation) where civil liberties have not been endangered? Considering that so much of the nation’s critical infrastructure is privately owned, how has the government-regulated possible civil liberties issues related to private sector employers/employees? Can a balanced policy be implemented regarding critical infrastructure without eroding privacy, freedom of information or other civil liberties?
Minimum of 350 words
APA Style with quotation and references
.
Critical InfrastructuresIn terms of critical infrastructure and ke.docx
Critical Infrastructures
In terms of critical infrastructure and key resources (CIKR), an
asset
is a person, structure, facility, information, material, or a process that has value. For example, in the transportation sector, a bridge would be an asset.
A
network
is a group of related components that interact with each other or share information to perform a function. For example, a light rail system that crosses multiple jurisdictions in a large metropolitan area would be considered a network.
A
system
is any combination of facilities, personnel, equipment, procedures, and communications integrated for a specific purpose. For example, the U.S. interstate highways comprise a system within the transportation sector.
A
sector
consists of a logical collection of interconnected assets, systems, or networks that provide a common function to society, the economy, or the government. For example, the transportation sector consists of vast, open, accessible, interconnected systems, which include the aviation, maritime, pipeline, highway, freight rail, and mass-transit systems.
Address the following in 3–4 pages:
For each of the 18 CIKR sectors, identify 1
–
2 local examples of critical infrastructure.
Briefly describe the examples, and explain how they are operated and utilized.
Provide any information that you feel is unique to each sector.
In your local community, research the infrastructure, and identify one particular element that may be of particular interest to a terrorist or vulnerable to natural or manmade disaster.
Are there any protective measures in place to ensure its safety?
.
Critical Infrastructure Case StudyPower plants are an important .docx
Critical Infrastructure Case Study
Power plants are an important part of critical infrastructures and local, state, and national economies. Therefore, power plants need deep and multilayered access controls due to concerns over physical security. There are a number of sensitive areas that must be secured, and various employees need different levels of access to these locations. At a plant in the upper Midwest, this access is handled with identity badges that include images of the user and an RFID with their access rights. The RFID handles access through multiple levels. There is a security checkpoint at the entrance to the parking lot, and at the entrance. Both points require a badge to enter. From there the badge allows personnel to enter the facilities they are authorized to enter. It also acts as "something you have" for multipoint authentication onto secure systems. These are all standard functions for an RFID badge system. The badges also have an automatic deactivation feature, which is useful for certain personnel. Maintenance personnel, for example, do not have enhanced access and do not require access to secured areas of the site. However, the maintenance team may need access to any area of the facility regardless of its sensitivity, in the case of a breakdown or special project. To allow for this, the badges can be granted access rights that decay over time. This allows for temporary access to secure areas that is then automatically revoked over a number of hours or days. This lowers administrative time, and reduces the risk of human error in rights assignment.
.
Critical Infrastructure and a CyberattackPresidential Decisi.docx
Critical Infrastructure and a Cyberattack
Presidential Decision Directive 21 (PDD-21) identifies 16 critical infrastructures. PDD-21 lays out the national policy to maintain secure, functioning and resilient critical infrastructure. Select a critical infrastructure sector from the list below and discuss the impact that a cyberattack could have on that system or service:
Communication Sector (voice communications, digital communications, or navigation)
Energy Sector (electric power grid)
Water and Wastewater Systems Sector (water supply or sewage)
Healthcare and Public Health Sector (hospitals)
Transportation Systems Sector (rail or air)
Financial Services Sector (banking )
It is the third and fourth order effects from the cyberattack on the chosen critical infrastructure that shows the far reaching and devastating effect of a cyberattack. To demonstrate the interconnectedness of critical infrastructure, explain the cascading effects on other critical infrastructure. Then, discuss the measures DHS has taken to ensure resiliency of the selected infrastructure and the measures that need to be implemented in the future.
The Critical Infrastructure and a Cyberattack assignment
Must be three to four pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a
cover page (Links to an external site.)
with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a succinct thesis statement. The thesis must be in both the introduction and the conclusion.
Must use at least three scholarly sources or official government sources in addition to the course text.
Must
document all sources in APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Must include a separate
references page that is formatted according to APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
.
Critical Incident Protection (CIP)Plans need to have your name o.docx
Critical Incident Protection (CIP)
Plans need to have your name on them and need to include at least 2 pages describing:
•The importance of the document
•How it pertains to your residency company
•How your role in the company can help the plan be successful
Note:ASAP FORMAT
references and citations required
.
Critical Evaluation of Qualitative or Quantitative Research Stud.docx
Critical Evaluation of Qualitative or Quantitative Research Study
Read:
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Critically evaluate either Study 3 or Study 4. Evaluate the credibility of professional citation, research design, and procedures in a research article. Include a discussion on how this study contributes to evidence-based practice.
Study 3 -
Patients’ and partners’ health-related quality of life before and 4 months after coronary artery bypass grafting surgery
Study 4 -
Striving for independence: a qualitative study of women living with vertebral fracture
Suggested Reading
Schreiber, M. L. (2016). Evidence-Based Practice.
Negative Pressure Wound Therapy
.
MEDSURG Nursing, 25
(6), 425-428.
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Wakefield, A. (2014). Searching and critiquing the research literature.
Nursing Standard
,
28
(39), 49-57. doi:10.7748/ns.28.39.49.e8867
Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350)& Chapter 13 (pp. 351-380) In Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning
Qualitative Specific Resources
Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 9, p. 229-252
Chapter 14, p. 385-416
Chapter 15, p. 419-442
Additional Instructions:
All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
Submission Options:
Choose One:
Instructions:
Paper
4 to 6-page paper. Include title and reference pages.
.
Critical Analysis of Phillips argument in her essay Zombie Studies.docx
Critical Analysis of Phillips' argument in her essay "Zombie Studies Gain Ground on College Campuses"
Compose a fully-developed paragraph to critically analyze Phillips' argument. Use the points you learned in the "Reading with a Critical Eye" text for your analysis. (500 words)
What are the main points Erica Phillips uses to support her argument that zombies are gaining ground on college campuses?
Who are the authorities that she presents to provide credibility to her argument.
Does she present you with facts or opinions? Is her information current?
Does her background give her any authority on the subject?
What are the strengths and weaknesses of her argument?
.
Critical Appraisal Process for Quantitative ResearchAs you cri.docx
Critical Appraisal Process for Quantitative Research
As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step.
Step I: Identifying the Steps of the Quantitative Research Process in Studies
Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct
you in the initial critical appraisal of a quantitative study.
Guidelines for Identifying the Steps of the Quantitative Research Process
The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined?
You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions:
I. Introduction
A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .
CriteriaExcellentSuperiorGoodWork neededFailingIntrodu.docx
Criteria
Excellent
Superior
Good
Work needed
Failing
Introduction
20 points
Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant
18 points
Clear thesis with key points. Gives title and author. Takes a stance on analysis of story.
16 points
Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story.
14 points
Thesis too broad or not clear as analysis.
0 points
Needs thesis which will analyze story. Reader not clear about what to expect.
Body
20 points
Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance
18 points
Gives details and examples from text to analyze thesis concept.
16 points
Uses some examples from the story without much plot summary. Focuses on thesis concept.
14 points
Plot summary. Does not tie into thesis concept.
0 points
Plot summary or biography of author. Thesis not developed with details or key points.
Conclusion
15 points
Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification.
13 points
Summarizes points made. Restates thesis concept.
11 points
Summarizes points made in body of essay. Unifies the essay without new topics introduced.
9 points
Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body.
0 points
Lacks summary of points or sense of unity in essay.
Academic tone
10 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used.
8 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout.
6 points
Clear tone but may contain usage of first person, or occasional informal usage.
4 points
Too informal, usage of first person, and language usage does not reflect the academic reader.
0 points
Does not reflect the tone of academic writing.
Citations
25 points
Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s).
22 points
Accurate in-text and Works Cited citation(s).
19 points
In-text and end citations may have errors, but show patterns given in our textbook.
17 points
Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate.
0 points
Missing or invalid.
Mechanics
10 points
Free of errors in punctuation, spelling, grammar, and sentence structure
8 points
Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing.
7 points
Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices.
6 points
Too many errors. Problems with sentence constructions: fragments, fused senten.
Critical analysis of primary literature - PracticePurposeThis.docx
Critical analysis of primary literature - Practice
Purpose:
This purpose of this assignment is to critically analyze each section of one research paper, in order to gain experience dissecting, summarizing, and evaluating primary literature.
Skills:
As a result of completing this assignment, you will gain skills required to analyze and evaluate information from any source, and to apply the process of science to analyze and evaluate primary sources, including:
· Identifying and rewording hypotheses and predictions
· Evaluating experimental methods within the context of the hypotheses and predictions
· Analyzing statistical tests and describing their meaning
· Analyzing, interpreting, and summarizing Results and Interpretations, including the meaning and descriptive value of figures and tables
Tasks and Rubric:
· Select and read one of the provided papers that reports on original experimental research.
· Consider watching the Intro To Stats video lecture for help understanding the methods.
· Begin a Collaboration with me through our Canvas site (so that I may access and comment on it at any time), and complete the following analyses of the journal article:
Commentary Part 1
Focus on the Abstract and Introduction of the publication:
1. Explain in your own words why the researchers conducted this study; what is the value in studying their system? What background information is included to inform you of the relevance, importance or potential implications of the study?
2. Restate the researcher’s hypothesis and their predictions in your own words; Identify where they stated their hypothesis and predictions, and whether it was stated explicitly or implied. Did the researchers choose appropriate experiments or observations to test their hypothesis? Explain why you think so.
Commentary Part 2
Focus on the Materials and Methods:
1. In your own words, summarize the experimental methods (if there are multiple, summarize what you believe is the most important experiment).
2. Explainthe statistical method or test used to analyze their most important results: on what dataset is the statistical test applied? What is the test statistic measuring? What are the confidence limits, p-value, or R2 value, etc. and the significance level associated with the test statistic?
Commentary Part 3
Focus on the Results and Discussion:
1. Evaluate two figures or tables that visually explain the most important result: Explain what each one attempts to show. Explainhow the figures and tables do or do not help clarify the written results.
2. Evaluate the Results & Discussion: Do they match the predictions and therefore support the hypothesis, or do the results falsify the hypothesis...or do they suggest a way in which the hypothesis (or predictions) should be modified? Explain.
Additional criteria and tips. To receive 15 points, you must:
· Use no smaller than 11 point font, 0.75 inch borders.
· Use correct grammar and punctuation and adhere to Standard English sentence st.
Critical analysis of one relevant curriculum approach or model..docx
Critical analysis of one relevant curriculum approach or model.
Recommended Reading
Arce, E., & Ferguson, S. (2013). Curriculum for young children: An introduction (2n ed.). Wadsworth, CA: Cengage Learning.
Brady, L & Kennedy, K (2013). Curriculum construction (5th ed.). Australia: Pearson.
Cohen, L., & Waite-Stupiansky, S. (2013). Learning across the early childhood curriculum, UK: Emerald.
Curtis, C. (2011). Reflecting children's lives: a handbook for planning your child-centered curriculum (2nd ed.), St Paul, Minnesota: Redleaf Press.
Elias, C., & Jenkins, L. (2011). A practical guide to early childhood curriculum, 9th edn, NJ: Pearson Education.
Eliason, C., & Jenkins, L. (2012). A Practical Guide to Early Childhood Curriculum, 9th ed. New Jersey: Pearson Education
File N., Mueller, J., & Wisneski, D. (2012). Curriculum in early childhood education: re-examined, rediscovered, renewed New York: Routledge.
Fleer, M. (2013). Play in the early years, UK: Cambridge University.
Gronlund, G. (2010). Developmentally appropriate play: guiding young children to a higher level. St Paul, MN: Redleaf
Hunter, L., & Sonter, L. (2012). Progressing play: practicalities, intentions and possibilities in emerging co-constructed curriculum. Warner, QLD, Australia: Consultants at play.
Ingles, S. (2015). Developing critical skills: Interactive exercises for pre-service teachers. Kendall Hunt.
Irving, E., & Carter, C. (2018 in Press). The Child in Focus: Learning and Teaching in Early Childhood Education, Melbourne: Oxford University Press (particularly Chapter 4: Play and Play-based learning and Chapter 5: Curriculum and Pedagogy)
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Boston, MA: Pearson Education
Page, J.,& Taylor, C. (Eds). (2016). Learning & Teaching in the Early Years. Melbourne: Cambridge University Press.
Department of Education, Employment and Workplace Relations (DEEWR). (2009).
Belonging, being and becoming: The early years learning framework for Australia
. Australian Capital Territory, Australia: Commonwealth of Australia.
Pugh, G., & Duffy, B. (2014). Contemporary issues in the early years (6th ed.), Sage Publications, London.
Van Hoorn, J., Nourat, P.M., Scales, B., & Alward, K.R. (2015). Play at the center of curriculum (6th ed.). New Jersey, U.S.: Prentice Hall.
Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London, England: Sage.
.
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- 1. CriteriaRatingsPts This criterion is linked to a Learning OutcomeIntroductionA brief intro to the report with a hypothesis/claim as to what factors may influence people’s attitudes to the official language question and minority languages in the US 3 ptsFull Marks Clearly stated background, research question, and hypothesis 2 ptsPartial credit Lack of background information; the hypothesis is not very clear - lacks detail 1 ptsPartial credit No background information; no hypothesis - Not clear at all 3 pts This criterion is linked to a Learning OutcomeData and analysis: Qualitative observationOne qualitative observation from your own data
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