CriteriaUnacceptableRequires Further DevelopmentSatisf.docx
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Criteria Unacceptable Requires Further Development Satisfactory Good Very Good Exemplary 1. Executive Summary (Weight 5) No Exec Summary or very poor attempt. (Range 0-‐-‐-‐1.4) Does not summarise the main points in the report. (Range 1.5-‐-‐-‐2.4) Some attempt at summarising the main points, but misses important information or contains unimportant information. (Range 2.5-‐-‐-‐2.9) Good summary of the main findings, with only a little extra or missing information. (Range 3.0-‐-‐-‐3.4) Clearly summaries the important results in the report. (Range 3.5-‐-‐-‐3.9) Excellent summary of key findings and recommendation(s). Clearly presented with concise and fluent wording. (Range 4.0-‐-‐-‐5) 1. Score 0.7 2.0 2.7 3.2 3.7 4.5 2. Introduction (Weight 5) No Introduction or very poor attempt. (Range 0-‐-‐-‐1.4) Does not introduce the situation adequately (Range 1.5-‐-‐-‐2.4) Passable description but does not set the scene adequately for the next section (Range 2.5-‐-‐-‐2.9) Good description of the conditions which prepare the reader for the analysis following (Range 3.0-‐-‐-‐3.4) Very insightful description leading smoothly into the problem analysis (Range 3.5-‐-‐-‐3.9) Use of industry literature to set the broader industry level scene as well (Range 4.0-‐-‐-‐5) 2. Score 0.7 2.0 2.7 3.2 3.7 4.5 3. Problem analysis (Weight 20) Demonstrates no ability to clearly and succinctly define the operations challenge or identify relevant contextual factors. (Range 0-‐-‐-‐5.9) Demonstrates a limited ability to clearly and succinctly define the selected operations challenge, including identifying relevant contextual factors. (Range 6-‐-‐-‐9.9) Demonstrates a satisfactory ability to construct a clear and succinct statement about the operations challenge with some evidence of relevant contextual factors and reference to relevant literature. (Range 10-‐-‐-‐11.9) Demonstrates a good ability to independently define a clear and succinct problem(s) with evidence of relevant contextual factors and reference to relevant literature. (Range 12.0-‐-‐-‐13.9) Demonstrates a very good ability to independently and expertly define a clear and succinct problem(s) with evidence of relevant contextual factors and well-‐integrated literature references. (Range 14-‐-‐-‐15.9) Demonstrates an exceedingly high ability to expertly construct a clear, succinct and insightful statement about a problem(s) with evidence of all relevant contextual factors and numerous well-‐integrated literature and references. (Range 16.0-‐-‐-‐20.0) 3. Score 3 7.5 11 13 15 18 4. Current Performance Analysis (Weight 20) No evidence of comparative benchmarks. No logical examination of the operations requirements to solve the challenge. (Range 0 -‐-‐-‐5.09) Examination of feasible benchmarks is partially lacking. Incomplete consideration of appropriate operational requirements and techniques to solve the challenge. (Range 6-‐-‐-‐9.9) Some consideration of .
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1 QSO 520 Final Project Guidelines and Rubric Ove.docx
1
QSO 520 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an executive brief. The final product represents an authentic demonstration of competency in utilizing data
and management science techniques to provide recommendations for the managerial decision-making process. Management science techniques allow for data-
driven decision making that assist an organization in making sound business decisions based on facts rather than instincts or emotion. This equips management
with the tools necessary to guide the business toward growth and success while ensuring stakeholder satisfaction. Additionally, it allows organizations to
become more efficient and to quickly respond to changes in the economic landscape and market.
In this assessment, you will be tasked with understanding the complexities and intricacies of a global organization that is facing numerous business challenges.
Based on the information and data presented, you will craft an executive brief stating your findings and recommended solutions to the stakeholders.
You will use the Rougir Cosmetics International: Production Optimization case study to respond to the prompt.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three, Five, and Seven. The final product will be submitted in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
QSO-520-01: Evaluate factors associated with organizational challenges for prioritizing decision-making strategies
QSO-520-02: Utilize effective decision-making processes for addressing specific organizational challenges
QSO-520-03: Analyze appropriate data for supporting effective organizational decision making
QSO-520-04: Recommend approaches to addressing organizational challenges based on data for obtaining support of intended stakeholders
Prompt
Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course outcome (shown in brackets).
I. Problem Statement: To begin, you will first review a scenario about an organization that is experiencing challenges. After reading the scenario, you will
then need to determine what these challenges are, consider how they should be prioritized, and devise a problem statement.
A. Compose a summary of the external problems impacting the organization, namely, what challenges are being presented by the problems. [QSO-
520-01]
B. Describe the internal organizational challenges identified by the stakeholders. In your response, be sure to take into consideration the vendor
and supplier issues. [QSO-520-01]
C. Evaluate the goals of management in order to facilitate resolutions to the organizational challenges. [QSO-520-01]
Roxie F
Highlight
.
Assessment item 3Project Management PlanValue 20.docx
Assessment item 3
Project Management Plan
Value: 20%
Submission method options
Alternative submission method
Task
This assignment follows from the case study used in Assessment 2. For the same case study, complete the following tasks by creating the following:
1. Scope management plan (including Requirements, In scope-out scope items, Deliverables and scope verification process) to direct your efforts. ( 10 marks)
2. Change request form. (Determine what level of changes you as an individual can make without further approval, what changes you as a student team can make, and what changes your sponsor needs to approve.) (10 marks)
3. WBS first using either the free-form or the org chart format. (20 marks)
4. Gantt chart-Take the WBS you have already developed. Define all of the activities that will be necessary to create each deliverable in your WBS. Create a schedule for your project.
First create the schedule by hand using Post-it ® Notes, and then put the information into MS Project. Take screenshots of the schedule to be pasted in your word document that you are submitting. Be sure to include all of the summary rows (including the first row for the project title) and any key milestones. Make sure the critical path is easy to see. ( 10 marks)
5. RACI chart. (10 marks)
6. Histogram of demands on each key participant’s time from MS Project. (5 marks)
7. Create a time-phased budget for your example project using bottom-up estimating. To the extent your sponsor will supply rates for workers, use those. Approximate rates for ones you cannot get. Ask your sponsor how they treat indirect costs. Be sure to include direct labour costs for you and your team mates and add 20% for fringe. State all assumptions and constraints you have used when creating your budget. State how confident you are in your estimates and what would make you more confident. Give examples of known knowns and known unknowns on your project. Tell how you have budgeted for both of them plus how you have budgeted for unknown unknowns. (15 marks)
8. Create a risk register (4 risks- 3 negative and 1 positive risk)for your example project. (20 marks)
Marking criteria
Criteria
CR
DI
HD
Task 1 – Scope Mgt Plan- Requirements, Scope details
(5 marks)
Clear description
of requirements
and in scope items defined.
Defined
description of
Requirements and in-scope items and out-of-scope items.
Clear description
of Requirements
and in-scope items and
out-of-scope items relevant to the case study
Task 1 - Scope
Mgt Plan- Deliverables and
Scope verification (5
marks)
Clear description
of deliverables
and scope verification defined.
Clear description
of deliverables
and scope verification
Clear description
of project scope,
including named
deliverables.
Scope verification/ acceptance is also
defined relevant to the case study.
Task 2 - Change
Reasonable CR
process is defined.
CR process
includes
approvals from
appropriate
stakeholders.
CR process
Includes appro ...
Acc 572 strayer university assignments and discussion
Get help for Strayer University ACC 572 Assignments and Discussions for all weeks. We provide assignment, homework, discussions and case studies help for all subject of Strayer University.
L301101
The document provides information about an audit and assurance unit. It outlines that students should download the unit outline and week 1 document from Blackboard. It details the assessment breakdown including tutorial questions worth 20% and an assignment worth 20%. The document provides grading criteria for tutorials and assignments. It also includes detailed CRA sheets that students are to complete individually to provide peer feedback on groupwork assessments.
MGMT 3000 - Winter 2021Sections 3 & 4Grading Rubric Case
This document provides a grading rubric for a case analysis assignment in MGMT 3000 at the University. It outlines the criteria for evaluating students' intro/conclusion, analysis of the external/internal environment, competitive rivalry, recommendations, development, and overall point total. Key areas of analysis include PESTEL forces, industry structure, internal resources/capabilities, VRIO framework, and competitor analysis. Performance is judged on a scale from novice to masterful based on the thoroughness, logic, and implications of the analysis. The rubric also provides example frameworks and checklists to guide students' industry analysis.
Note Please take your time and do a good work as always, Thank yo.docx
Note: Please take your time and do a good work as always, Thank you. I will post the revision and separate final reflection paper on 9-2 final project (MILESTON I, II and III).Thank you.
I need a serious revision, she gave me second chance of your work, which is I need serious work, I will pay the revision eco- 9-2 final projects (milestone I, II, II) and separate reflection paper and separate reflection paper
On this final projects.
Note: 1) you have revised the entire work of 9-2 final project according to the feedback or comments (milestone I, II, III)
2) Separate page you write a final reflection paper of 9-2 final project (Milestone I, II, and III)
Feedback from the instructor: If you want to resubmit it you can and I will grade your revision.
The main problem was that you didn't identify a specific project (e.g., opening a restaurant, building a facility, developing a new drug) and evaluating that project in each of the milestones. Your analysis was more generic than specific.
You are basically covering some of the topics that are part of a business plan, such as one an entrepreneur would submit to a bank. The business plan has to evaluate the specific business opportunity and your assessment of its ability to succeed.
Here's a link to a website that discusses the fundamentals of business plans.
https://www.sba.gov/category/navigation-structure/starting-managing-business/starting-business/how-write-business-plan
Feedback (1) from the instructor
I have a hard time following your analysis. You seem to switch from one product or industry to another rather than follow the same investment opportunity throughout the entire paper.
See my comments on it, below are the comments.
Feedback from the instructor
Page 3
do you think most investors involved in the derivatives market are willing to fund a new company designed to manufacture refrigerators? What about Angel investors or VCs? Is the possibility of a very high rate of return and the ability to sell the company at a large profit sufficient to attract that type of funding?
is the supply of these refrigerators limited now?
Page 5
what are the main cost components of building and selling these products? Are there specialized materials or subsystems? Can they be outsourced or should they be manufactured internally? Would production take place in the US or overseas? If the latter, are exchange rates moving in a direction that will add to costs or lower them?
Claire Starry - a day ago
Page 6
this goes in the demand section.
good point about the role of new communications technologies and strategies in marketing. How are they affecting the supply chain?
what market structure does this industry most follow? How many competitors are there producing similar products?
This is may help you the feedback I got.
Background12.6 (6.3%)
Levels of Achievement:
Exemplary 14 (7%) points
Meets “Proficient” criteria and includes economic concepts that enrich and extend the su.
PJM6125 Project Evaluation Stakeholder Analysis & Eval.docx
PJM6125 Project Evaluation:
Stakeholder Analysis & Evaluation Goal Matrix
Overview and Rationale
For this assignment, you will establish some evaluation goals for your project based on the
method and lens covered in this week’s lecture.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO1: Identify and analyze stakeholders associated with performance evaluation.
LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency,
and effectiveness
LO6: Compare change management procedures needed to respond to the results of both tactical
and non-tactical performance evaluation
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures
Essential Components & Instructions
This assignment is completed in two parts. First, using your chosen project that you
submitted as part of Lesson 1, complete the following items:
Stakeholder Register / Analysis:
Create a stakeholder register / analysis that includes the following minimum
columns:
o Stakeholder
o Stakeholder Position / Role
o Type of Stakeholder (internal or external)
o Stakeholder expectation (high level needs or expectations of project)
o Stakeholder interest (high / medium / low)
o Stakeholder influence level (high / medium / low)
o Stakeholder view of project (supportive / neutral / opposed)
o Stakeholder Management strategy (approach to engaging stakeholder to
support success of project)
Once you create the register, create entries for a minimum of 12 - 15 project
stakeholders, performing a full analysis for each of them.
Part 2: Evaluation Goals Matrix:
After completing the stakeholder register, you will create an evaluation goals matrix, as
illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have
designed the evaluation goal matrix, you will need to list at least four evaluation goals for
each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics
/ goals.
You will be assess on the clarity of the metrics, the concreteness of the measures (Example:
increased performance by 12 percent (concrete) vs. increase performance (not concrete, as
no specific measurement of increase)), and how well the metric will measure the success of
project relative to the overview of the project you provided as a case study.
Format
Below are some key guidelines you will want to ensure you follow in all three elements of
this assignment. Think of this short list as a quality control checklist, along with the
attached grading rubric.
Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted
as a single file (MsWord or .pdf)
You should include a cover page
You should include a brief summary of your chosen project.
You should format the documents professionally
The tables should be readable.
MIS770 Assignment One (Ver C) 1 P a g e FACULTY OF BUSI.docx
MIS770 Assignment One (Ver C) 1 | P a g e
FACULTY OF BUSINESS AND LAW
Department of Information Systems and Business Analytics
MIS770 – Foundation Skills in Data Analysis
Assignment 1 – Analysing the Visual Presentation of an Organisation’s Annual Report
Particulars
• Due: Week 5 – 9:00 am, Thursday 12th April 2018
• Marks: 20%
• Words: 2,000 (See Item 1, Guidelines)
• Submission: Online to the MIS770 assignment one drop box in the Cloud Unit Site.
Email submissions will not be accepted
• Note: This assignment is to be completed individually
Assurance of Learning
This assignment assesses following Graduate Learning Outcomes and related Unit Learning
Outcomes:
Graduate Learning Outcome (GLO) Unit Learning Outcome (ULO)
GLO1: Discipline knowledge and capabilities:
appropriate to the level of study related to a
discipline or profession
ULO1: Apply the fundamentals of quantitative
reasoning to solve real-world problems
Overview
For this assignment, we will use the ideas and concepts introduced in Module 1 to evaluate the
presentation of information.
The evaluation will centre on the suitability of Charts, Tables and/or Graphs used to represent, or
visualise, data. The source document for these Charts, Tables and/or Graphs will be a published
report from a Government or significant Organisation of your choice. (An example of a suitable
annual report can be found at the end of this document under “Supporting Materials”.)
There are many suitable reports that you can use for your evaluation and you might be comfortable
selecting a document that is aligned with your current field of study. For instance, if you were a
Business student then you might like to choose a listed (public) company’s Annual Investor
Presentation such as the example shown under “Supporting Materials”. These types of reports can
be sourced from a public company’s website (usually under Investor Centre) or the Australian Stock
Exchange (ASX). Other suitable sources could be international organisations (e.g. World Health
Organisation (WHO)), government departments or enterprises (e.g. Education Departments, water
authorities, etc.).
When selecting a report to evaluate, ensure that the document is publically available and has a wide
selection of Charts, Tables and Graphs.
MIS770 Assignment One (Ver C) 2 | P a g e
Scenario
In this assignment you will undertake two distinct tasks divided as Part A and Part B.
First, you will develop a list of generic evaluation criteria that critique valid practices when
developing, or constructing, Charts, Tables and Graphs (i.e. visualisations), i.e. Part A.
Second, you will use the criteria you have just developed to evaluate the suitability of the Charts,
Tables and Graphs (i.e. visualisations) utilised in a publically available report of your choice (subject
to the conditions listed later in this document) i.e. Part B.
Requirements
• Part A: Develop Ev ...
Recommended
1 QSO 520 Final Project Guidelines and Rubric Ove.docx
1
QSO 520 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an executive brief. The final product represents an authentic demonstration of competency in utilizing data
and management science techniques to provide recommendations for the managerial decision-making process. Management science techniques allow for data-
driven decision making that assist an organization in making sound business decisions based on facts rather than instincts or emotion. This equips management
with the tools necessary to guide the business toward growth and success while ensuring stakeholder satisfaction. Additionally, it allows organizations to
become more efficient and to quickly respond to changes in the economic landscape and market.
In this assessment, you will be tasked with understanding the complexities and intricacies of a global organization that is facing numerous business challenges.
Based on the information and data presented, you will craft an executive brief stating your findings and recommended solutions to the stakeholders.
You will use the Rougir Cosmetics International: Production Optimization case study to respond to the prompt.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three, Five, and Seven. The final product will be submitted in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
QSO-520-01: Evaluate factors associated with organizational challenges for prioritizing decision-making strategies
QSO-520-02: Utilize effective decision-making processes for addressing specific organizational challenges
QSO-520-03: Analyze appropriate data for supporting effective organizational decision making
QSO-520-04: Recommend approaches to addressing organizational challenges based on data for obtaining support of intended stakeholders
Prompt
Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course outcome (shown in brackets).
I. Problem Statement: To begin, you will first review a scenario about an organization that is experiencing challenges. After reading the scenario, you will
then need to determine what these challenges are, consider how they should be prioritized, and devise a problem statement.
A. Compose a summary of the external problems impacting the organization, namely, what challenges are being presented by the problems. [QSO-
520-01]
B. Describe the internal organizational challenges identified by the stakeholders. In your response, be sure to take into consideration the vendor
and supplier issues. [QSO-520-01]
C. Evaluate the goals of management in order to facilitate resolutions to the organizational challenges. [QSO-520-01]
Roxie F
Highlight
.
Assessment item 3Project Management PlanValue 20.docx
Assessment item 3
Project Management Plan
Value: 20%
Submission method options
Alternative submission method
Task
This assignment follows from the case study used in Assessment 2. For the same case study, complete the following tasks by creating the following:
1. Scope management plan (including Requirements, In scope-out scope items, Deliverables and scope verification process) to direct your efforts. ( 10 marks)
2. Change request form. (Determine what level of changes you as an individual can make without further approval, what changes you as a student team can make, and what changes your sponsor needs to approve.) (10 marks)
3. WBS first using either the free-form or the org chart format. (20 marks)
4. Gantt chart-Take the WBS you have already developed. Define all of the activities that will be necessary to create each deliverable in your WBS. Create a schedule for your project.
First create the schedule by hand using Post-it ® Notes, and then put the information into MS Project. Take screenshots of the schedule to be pasted in your word document that you are submitting. Be sure to include all of the summary rows (including the first row for the project title) and any key milestones. Make sure the critical path is easy to see. ( 10 marks)
5. RACI chart. (10 marks)
6. Histogram of demands on each key participant’s time from MS Project. (5 marks)
7. Create a time-phased budget for your example project using bottom-up estimating. To the extent your sponsor will supply rates for workers, use those. Approximate rates for ones you cannot get. Ask your sponsor how they treat indirect costs. Be sure to include direct labour costs for you and your team mates and add 20% for fringe. State all assumptions and constraints you have used when creating your budget. State how confident you are in your estimates and what would make you more confident. Give examples of known knowns and known unknowns on your project. Tell how you have budgeted for both of them plus how you have budgeted for unknown unknowns. (15 marks)
8. Create a risk register (4 risks- 3 negative and 1 positive risk)for your example project. (20 marks)
Marking criteria
Criteria
CR
DI
HD
Task 1 – Scope Mgt Plan- Requirements, Scope details
(5 marks)
Clear description
of requirements
and in scope items defined.
Defined
description of
Requirements and in-scope items and out-of-scope items.
Clear description
of Requirements
and in-scope items and
out-of-scope items relevant to the case study
Task 1 - Scope
Mgt Plan- Deliverables and
Scope verification (5
marks)
Clear description
of deliverables
and scope verification defined.
Clear description
of deliverables
and scope verification
Clear description
of project scope,
including named
deliverables.
Scope verification/ acceptance is also
defined relevant to the case study.
Task 2 - Change
Reasonable CR
process is defined.
CR process
includes
approvals from
appropriate
stakeholders.
CR process
Includes appro ...
Acc 572 strayer university assignments and discussion
Get help for Strayer University ACC 572 Assignments and Discussions for all weeks. We provide assignment, homework, discussions and case studies help for all subject of Strayer University.
L301101
The document provides information about an audit and assurance unit. It outlines that students should download the unit outline and week 1 document from Blackboard. It details the assessment breakdown including tutorial questions worth 20% and an assignment worth 20%. The document provides grading criteria for tutorials and assignments. It also includes detailed CRA sheets that students are to complete individually to provide peer feedback on groupwork assessments.
MGMT 3000 - Winter 2021Sections 3 & 4Grading Rubric Case
This document provides a grading rubric for a case analysis assignment in MGMT 3000 at the University. It outlines the criteria for evaluating students' intro/conclusion, analysis of the external/internal environment, competitive rivalry, recommendations, development, and overall point total. Key areas of analysis include PESTEL forces, industry structure, internal resources/capabilities, VRIO framework, and competitor analysis. Performance is judged on a scale from novice to masterful based on the thoroughness, logic, and implications of the analysis. The rubric also provides example frameworks and checklists to guide students' industry analysis.
Note Please take your time and do a good work as always, Thank yo.docx
Note: Please take your time and do a good work as always, Thank you. I will post the revision and separate final reflection paper on 9-2 final project (MILESTON I, II and III).Thank you.
I need a serious revision, she gave me second chance of your work, which is I need serious work, I will pay the revision eco- 9-2 final projects (milestone I, II, II) and separate reflection paper and separate reflection paper
On this final projects.
Note: 1) you have revised the entire work of 9-2 final project according to the feedback or comments (milestone I, II, III)
2) Separate page you write a final reflection paper of 9-2 final project (Milestone I, II, and III)
Feedback from the instructor: If you want to resubmit it you can and I will grade your revision.
The main problem was that you didn't identify a specific project (e.g., opening a restaurant, building a facility, developing a new drug) and evaluating that project in each of the milestones. Your analysis was more generic than specific.
You are basically covering some of the topics that are part of a business plan, such as one an entrepreneur would submit to a bank. The business plan has to evaluate the specific business opportunity and your assessment of its ability to succeed.
Here's a link to a website that discusses the fundamentals of business plans.
https://www.sba.gov/category/navigation-structure/starting-managing-business/starting-business/how-write-business-plan
Feedback (1) from the instructor
I have a hard time following your analysis. You seem to switch from one product or industry to another rather than follow the same investment opportunity throughout the entire paper.
See my comments on it, below are the comments.
Feedback from the instructor
Page 3
do you think most investors involved in the derivatives market are willing to fund a new company designed to manufacture refrigerators? What about Angel investors or VCs? Is the possibility of a very high rate of return and the ability to sell the company at a large profit sufficient to attract that type of funding?
is the supply of these refrigerators limited now?
Page 5
what are the main cost components of building and selling these products? Are there specialized materials or subsystems? Can they be outsourced or should they be manufactured internally? Would production take place in the US or overseas? If the latter, are exchange rates moving in a direction that will add to costs or lower them?
Claire Starry - a day ago
Page 6
this goes in the demand section.
good point about the role of new communications technologies and strategies in marketing. How are they affecting the supply chain?
what market structure does this industry most follow? How many competitors are there producing similar products?
This is may help you the feedback I got.
Background12.6 (6.3%)
Levels of Achievement:
Exemplary 14 (7%) points
Meets “Proficient” criteria and includes economic concepts that enrich and extend the su.
PJM6125 Project Evaluation Stakeholder Analysis & Eval.docx
PJM6125 Project Evaluation:
Stakeholder Analysis & Evaluation Goal Matrix
Overview and Rationale
For this assignment, you will establish some evaluation goals for your project based on the
method and lens covered in this week’s lecture.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO1: Identify and analyze stakeholders associated with performance evaluation.
LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency,
and effectiveness
LO6: Compare change management procedures needed to respond to the results of both tactical
and non-tactical performance evaluation
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures
Essential Components & Instructions
This assignment is completed in two parts. First, using your chosen project that you
submitted as part of Lesson 1, complete the following items:
Stakeholder Register / Analysis:
Create a stakeholder register / analysis that includes the following minimum
columns:
o Stakeholder
o Stakeholder Position / Role
o Type of Stakeholder (internal or external)
o Stakeholder expectation (high level needs or expectations of project)
o Stakeholder interest (high / medium / low)
o Stakeholder influence level (high / medium / low)
o Stakeholder view of project (supportive / neutral / opposed)
o Stakeholder Management strategy (approach to engaging stakeholder to
support success of project)
Once you create the register, create entries for a minimum of 12 - 15 project
stakeholders, performing a full analysis for each of them.
Part 2: Evaluation Goals Matrix:
After completing the stakeholder register, you will create an evaluation goals matrix, as
illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have
designed the evaluation goal matrix, you will need to list at least four evaluation goals for
each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics
/ goals.
You will be assess on the clarity of the metrics, the concreteness of the measures (Example:
increased performance by 12 percent (concrete) vs. increase performance (not concrete, as
no specific measurement of increase)), and how well the metric will measure the success of
project relative to the overview of the project you provided as a case study.
Format
Below are some key guidelines you will want to ensure you follow in all three elements of
this assignment. Think of this short list as a quality control checklist, along with the
attached grading rubric.
Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted
as a single file (MsWord or .pdf)
You should include a cover page
You should include a brief summary of your chosen project.
You should format the documents professionally
The tables should be readable.
MIS770 Assignment One (Ver C) 1 P a g e FACULTY OF BUSI.docx
MIS770 Assignment One (Ver C) 1 | P a g e
FACULTY OF BUSINESS AND LAW
Department of Information Systems and Business Analytics
MIS770 – Foundation Skills in Data Analysis
Assignment 1 – Analysing the Visual Presentation of an Organisation’s Annual Report
Particulars
• Due: Week 5 – 9:00 am, Thursday 12th April 2018
• Marks: 20%
• Words: 2,000 (See Item 1, Guidelines)
• Submission: Online to the MIS770 assignment one drop box in the Cloud Unit Site.
Email submissions will not be accepted
• Note: This assignment is to be completed individually
Assurance of Learning
This assignment assesses following Graduate Learning Outcomes and related Unit Learning
Outcomes:
Graduate Learning Outcome (GLO) Unit Learning Outcome (ULO)
GLO1: Discipline knowledge and capabilities:
appropriate to the level of study related to a
discipline or profession
ULO1: Apply the fundamentals of quantitative
reasoning to solve real-world problems
Overview
For this assignment, we will use the ideas and concepts introduced in Module 1 to evaluate the
presentation of information.
The evaluation will centre on the suitability of Charts, Tables and/or Graphs used to represent, or
visualise, data. The source document for these Charts, Tables and/or Graphs will be a published
report from a Government or significant Organisation of your choice. (An example of a suitable
annual report can be found at the end of this document under “Supporting Materials”.)
There are many suitable reports that you can use for your evaluation and you might be comfortable
selecting a document that is aligned with your current field of study. For instance, if you were a
Business student then you might like to choose a listed (public) company’s Annual Investor
Presentation such as the example shown under “Supporting Materials”. These types of reports can
be sourced from a public company’s website (usually under Investor Centre) or the Australian Stock
Exchange (ASX). Other suitable sources could be international organisations (e.g. World Health
Organisation (WHO)), government departments or enterprises (e.g. Education Departments, water
authorities, etc.).
When selecting a report to evaluate, ensure that the document is publically available and has a wide
selection of Charts, Tables and Graphs.
MIS770 Assignment One (Ver C) 2 | P a g e
Scenario
In this assignment you will undertake two distinct tasks divided as Part A and Part B.
First, you will develop a list of generic evaluation criteria that critique valid practices when
developing, or constructing, Charts, Tables and Graphs (i.e. visualisations), i.e. Part A.
Second, you will use the criteria you have just developed to evaluate the suitability of the Charts,
Tables and Graphs (i.e. visualisations) utilised in a publically available report of your choice (subject
to the conditions listed later in this document) i.e. Part B.
Requirements
• Part A: Develop Ev ...
Initial Project Meeting Agenda PowerPoint Presentation Slides
Presenting this set of slides with name - Initial Project Meeting Agenda Powerpoint Presentation Slides. Keep your audience glued to their seats with professionally designed PPT slides. This deck comprises of total of twenty seven slides. It has PPT templates with creative visuals and well researched content. Not just this, our PowerPoint professionals have crafted this deck with appropriate diagrams, layouts, icons, graphs, charts and more. This content ready presentation deck is fully editable. Just click the DOWNLOAD button below. Change the colour, text and font size. You can also modify the content as per your need. Get access to this well crafted complete deck presentation and leave your audience stunned.
Bsop 330Education Redefined / snaptutorial.com
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WEEK 1DQ 1 What is Total Quality Management
WEEK 1DQ 2 A System Perspective
Advanced Higher History exam - 2016 (marking instructions)
This document provides the finalized marking instructions for the 2016 Scottish Qualifications Authority Advanced Higher History exam. It outlines the general marking principles and criteria for assessing candidate responses to the exam questions. For the 25-mark essay questions, candidates must demonstrate knowledge of historical interpretations and reference historians to score over 12 marks. The document provides guidance to exam markers on placing essay responses within mark ranges based on their structure, analysis, thoroughness, and use of historical sources and interpretations. It also describes the criteria for marking the source-handling questions, which require candidates to interpret sources and relate them to wider historical context and historiography.
FIN300 Portfolio Project Scoring Rubric Criteria.docx
FIN300
Portfolio Project Scoring Rubric
�
�
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
21‐25 Points 16‐20 Points 11‐15 Points 6‐10 Points
Requirements The Portfolio
includes all of the
required
components, as
specified in the
assignment.
The Portfolio
includes most of
the required
components, as
specified in the
assignment.
The Portfolio
includes some of
the required
components, as
specified in the
assignment.
The Portfolio
includes few of the
required
components, as
specified in the
assignment.
21‐25 Points 16‐20 Points 11‐15 Points 6‐10 Points
Content Demonstrates
strong or adequate
knowledge of the
materials; correctly
represents
knowledge from
the readings and
sources.
Some significant
but not major
errors or omissions
in demonstration
of knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Fails to
demonstrate
knowledge of the
materials.
33‐40 Points 25‐32 Points 17‐24 Points 9‐16 Points
Purpose of the
Proposal
Purpose of the
proposal is well
defined, supported
and articulated.
Statement of
purpose includes
significant but not
major flaws and
errors in definition,
support and
articulation.
Statement of
purpose includes
major flaws and
errors in definition,
support and
articulation.
Statement of
purpose is not
defined,
supported, and
articulated.
49‐60 Points 37‐48 Points 25‐36 Points 13‐24 Points
Explanation of
Financing
Company’s WACC,
capital structure,
dividend policy if
applicable, and the
reason for the
change in financing
are clearly
explained.
Alternatives that
meet the
company’s
expectations for
increasing
shareholder value
are presented.
Small number of
significant but not
major flaws in
explanation of
company’s WACC,
capital structure,
dividend policy if
applicable, and the
reason for the
change in financing
are present.
Alternatives that
meet the
company’s
expectations for
increasing
shareholder value
Major problems in
organization and
writing Company’s
WACC, capital
structure, dividend
policy if applicable,
and the reason for
the change in
financing are
present.
Alternatives that
meet the
company’s
expectations for
increasing
shareholder value
are poorly
Fails to explain
company’s WACC,
capital structure,
dividend policy if
applicable, and the
reason for the
change in
financing.
Alternatives that
meet the
company’s
expectations for
increasing
shareholder value
are not presented.
FIN300
Portfolio Project Scoring Rubric
�
�
are somewhat
explained.
explained.
49‐60 Points 37‐48 Points 25‐36 Points 13‐24 Points
Report or
Presentation
Structure
Quantitative
findings are clearly
stated and well
integrated into the
written report or
presentation.
Executive summary
is complete and
one page or less.
Quantitative ...
BSOP 326 Education Specialist / snaptutorial.com
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WEEK 1DQ 1 What is Total Quality Management
WEEK 1DQ 2 A System Perspective
WEEK 2DQ 1Dr. Deming's 14 Points
BSOP 326 Exceptional Education - snaptutorial.com
For more classes visit
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WEEK 1DQ 1 What is Total Quality Management
WEEK 1DQ 2 A System Perspective
WEEK 2DQ 1Dr. Deming's 14 Points
WEEK 2DQ 2 Quality Philosophies, Awards, and Standards
WEEK 3DQ 1 TQM Leaders
BSOP 326 Education Organization -- snaptutorial.com
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WEEK 1DQ 1 What is Total Quality Management
WEEK 1DQ 2 A System Perspective
WEEK 2DQ 1Dr. Deming's 14 Points
MGT575–Critical Evaluation of Research and Theory Portfolio .docx
MGT575–Critical Evaluation of Research and Theory
Portfolio Project Rubric
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
17-20 Points 13-16 Points 9-12 Points 5-8 Points
Requirements The Portfolio Project
presents all of the
required
components,
including
assignment length
and number of
sources in literature
review, as specified
in the assignment.
The Portfolio
includes most of
the required
components, as
specified in the
assignment.
The Portfolio
includes some of
the required
components, as
specified in the
assignment.
The Portfolio
includes few of the
required
components, as
specified in the
assignment.
41-50 Points 31-40 Points 21-30 Points 11-20 Points
Content Demonstrates a
scholarly and
practical
representation of
the knowledge
gained in this
course.
Some significant
but not major
errors or omissions
in demonstration of
knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Fails to demonstrate
knowledge of the
materials.
41-50 Points 31-40 Points 21-30 Points 11-20 Points
Purpose of the
Investigation and
Management/Bu
siness Questions
Statements
demonstrate a clear,
concise and
accurate
understanding of
the business
problem or
opportunity to be
investigated.
Some significant
but not major
errors or omissions
in purpose,
management and
research questions.
Major errors or
omissions in
purpose,
management and
research
questions.
Fails to construct
effective purpose,
management and
research questions.
41-50 Points 31-40 Points 21-30 Points 11-20 Points
Description of
the Problem or
Opportunity
Demonstrates a
strong knowledge of
the substantiation
of a problem or
opportunity; clear
and concise writing
with no
unsupported
content.
Some significant
but not major
errors or omissions
in understanding or
construction of a
problem or
opportunity.
Major errors or
omissions in
understanding or
construction of a
problem or
opportunity.
Fails to demonstrate
understanding or
ability to construct a
problem or
opportunity.
17-20 Points 13-16 Points 9-12 Points 5-8 Points
Problem or
Opportunity
Background
Demonstrates
strong knowledge of
the materials;
Some significant
but not major
errors or omissions
Major errors or
omissions in
demonstration of
Fails to demonstrate
knowledge of
materials.
MGT575–Critical Evaluation of Research and Theory
Portfolio Project Rubric
correctly represents
and presents
knowledge from
readings and
sources and with no
unsupported
content.
in demonstration of
knowledge.
knowledge.
41-50 Points 31-40 Points 21-30 Points 11-20 Points
Relevant Theory Demonstrates
strong critical
thinking in
identifying and
articulating a theory
relevant to the
problem and
management
questions.
Some significant
but not major
errors or omissions
in critical thinking ...
BSOP 326 Success Begins /newtonhelp.com
This document contains discussion questions and assignments for multiple weeks of a quality management course. It includes questions about total quality management philosophies and tools, customer focus, statistical process control, and implementing quality systems. It also contains a case study assignment on using control charts to analyze variation in circuit board drilling measurements from a supplier. Students are asked to calculate control limits, create X-Bar and R charts, identify out-of-control points, recalculate with their removal, and discuss the changes between the original and updated control charts.
9707 w14 ms_21
The document is a mark scheme for a business studies exam that assesses students' understanding of key business concepts and their ability to apply them to case study examples. It provides:
1) Detailed explanations and mark allocations for answers to questions about terms, calculations, and analysis of business scenarios from two sample case studies.
2) The questions assess students' knowledge of topics like pricing strategies, cash flow forecasting, and advantages/disadvantages of franchising.
3) The mark scheme provides guidance to examiners on what constitutes a complete or partial answer for each question and the levels of understanding or analysis required to achieve different point allocations.
Each individual is asked to prepare a case analysis on FORD (found i.docx
Each individual is asked to prepare a case analysis on FORD (found in our text C277). The expected length of this Case Analysis is 3 pages, 1-inch all-around margins, single-spaced and Times New Roman 12-point font. Please see grading rubric in syllabus for more information.
Rubric is below
Criteria, Ford Case Individual Rubrics
Ratings
Points
a. Question 1 – Internal and external analysis
Description
: The report provides both Internal (5) and external analyses (5).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
b. Question 1 – Categorizes trends
Description
: The report categorizes internal issues as weaknesses (2.5), and strengths (2.5); and categorizes external issues as opportunities (3) and threats (2).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
c. Question 1 – Provides a multi-functional analysis
Description
: In the analysis of the internal environments, the report includes issues regarding at least 3 different functional areas (6), the report includes the financial health of the organization (4).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
d. Question 2 – Strategic action 1
Description
: The report recommends a strategic action to the CEO that combines a weakness/strength with an opportunity/threat (2). The report provides strong rationale for the merits of strategic action 1 (8).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
e. Question 2 – Strategic action 2
Description
: The report recommends a strategic action to the CEO that combines a weakness/strength with an opportunity/threat (2). The report provides strong rationale for the merits of strategic action 1 (8).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
f. Question 2 – Strategic action 3
Description
: The report recommends a strategic action to the CEO that combines a weakness/strength with an opportunity/threat (2). The report provides strong rationale for the merits of strategic action 1 (8).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
g. Question 2 – Strategic action 4
Description
: The report recommends a strategic action to the CEO that combines a weakness/strength with an opportunity/threat (2). The report provides strong rationale for the merits of strategic action 1 (8).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
h. Question 2 – Strategic actions recommended are both at the Business-level and at the corporate level
Description
: The report recommends at least one strategic action at the business-level (how to compete) (5) and at least one action at the corporate level.
IEE 305, Homework#3HW3 should be submitted on the course black.docx
IEE 305, Homework#3
HW3 should be submitted on the course blackboard by the due time indicated in the syllabus.
1. (5 points) Chapter 7, Exercise 1. Give the Relationships view of the Access database
2. (5 points) Chapter 7, Exercise 3
3. (10 points) Chapter 7, Exercise 4. Give the design view of the query in the ACCESS database.
4. (10 points) Chapter 7, Exercise 6. Give the design view of the query in the ACCESS database.
5. (10 points) Chapter 7, Exercise 8. Give the design view of the query in the ACCESS database.
6. (10 points) Chapter 7, Exercise 10. Give the design view of the query in the ACCESS database.
7. (50 points) Project report 3 on ACCESS database. This reportshould include the datasheet view of every table in your Access database, the Relationships view of the Access database, and the design view and the query result of every query in the ACCESS database.
ECO 201 Milestone Three Guidelines and Rubric
The purpose of this milestone is for students to explore the various costs their firm faces and to describe their firm’s market. Using the concepts and tools
developed in Modules Four and Five, students will analyze the fixed and variable costs of their firm, how those costs have changed over time, and how those
changes have impacted their firm’s overall health and sustainability. In analyzing their firm’s market, students will detail the extent of their firm’s market power
and their firm’s ability to influence the market. Students will also describe major trends in the market, specifically concerning new products, technologies, and
new entrants. Students can further determine the future health of their firm to inform their final recommendations by examining their firm’s place within the
market.
Prompt: Submit a draft of the Costs of Production (Section IV), Overall Market (Section V), and Recommendation (Section VI) of your research paper, including
all critical elements listed below. You will review your firm’s financial reports and other relevant data sources to collect and analyze cost information for your firm
over the past five or so years. Using real data and the economic tools developed in Module Four, you will analyze your firm’s profitability and how costs impact its
growth. Additionally, you will find data on your firm’s competitors in order to detail your firm’s place within the market currently and over the past five or so
years. Lastly, you will develop a recommendation for how the firm can manage its future production.
Specifically the following critical elements must be addressed:
IV. Examine the costs of production for your firm.
a) Analyze the various costs a firm faces, their trends over time, and how they have impacted your firm’s profitability.
b) App.
Bsop 326 Enhance teaching - tutorialrank.com
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Tutorial Purchased: 3 Times, Rating: A+
WEEK 1DQ 1 What is Total Quality Management
WEEK 1DQ 2 A System Perspective
WEEK 2DQ 1Dr. Deming's 14 Points
WEEK 2DQ 2 Quality Philosophies, Awards, and Standards
WEEK 3DQ 1 TQM Leaders
BSOP 326 Effective Communication/tutorialrank.com
This document contains summaries of tutorials purchased from www.tutorialrank.com for various courses. It includes summaries of discussion questions for BSOP 326 weeks 1-7 that cover topics like total quality management, quality philosophies and standards, statistical tools, and implementing TQM. It also includes summaries of a BSOP-326 week 4 midterm exam that covers high-performance work systems and a BSOP-326 week 7 case study on Fujiyama Electronics that involves analyzing process data using control charts. The document provides an overview of the content covered in the tutorials purchased from the tutorial website.
Criteria Ratings PointsExecutiveSummary8 to 6.0 pts
Criteria Ratings Points
Executive
Summary
8 to >6.0 pts
Advanced
• Provides a clear
overview of the
paper’s contents.
• Contains enough
information about the
case study.
• Captures the
purpose and the main
recommendation(s) in
1–2 sentences.
• Provides key
evidence for the
major points.
• Closes with a brief
summary and
rationale for the
chosen strategy.
6 to >5.0 pts
Proficient
• Provides an overview of
the paper’s contents.
• Contains some
information about the case
study. • Captures most of
the purpose and the main
recommendation(s) in 1–2
sentences. • Provides
most key evidence for the
major points. • Closes with
a brief summary that
contains some rationale for
the chosen strategy.
5 to >0.0 pts
Developing
• Provides a less than
clear overview of the
paper’s contents.
• Lacking in information
about the case study.
• Captures some of the
purpose and the main
recommendation(s) in 1–2
sentences. • Provides
some key evidence for
the major points. • Brief
summary and rationale
are lacking in content for
the chosen strategy.
0 pts
Not
Present
8 pts
Alternative
Strategies
10 to >8.0 pts
Advanced
Lists two or more
alternative strategies
(giving advantages
and alternatives for
each).
8 to >7.0 pts
Proficient
Lists 1 or more alternative
strategies giving some
advantages and
alternatives for each.
7 to >0.0 pts
Developing
Lists less than 2
alternative strategies and
gives a minimum amount
of advantages and
alternatives for each.
0 pts
Not
Present
10 pts
Pro-Forma
Financial
Statements
30 to >26.0 pts
Advanced
• Includes and
analyzes Pro-Forma
Financial Statements
(I/S, B/S and
Statement of Cash
Flows) with deltas out
3 years. • Each
Pro-Forma year has 2
columns: 1 with
strategy and 1
column without
strategy. • Includes
Pro-Forma ratios for
the first year out with
deltas contrasting
from the
26 to >20.0 pts
Proficient
• Includes and analyzes
Pro-Forma Financial
Statements (I/S, B/S and
Statement of Cash Flows)
with deltas out 3 years with
minor errors. • Each
Pro-Forma year has 2
columns: 1 with strategy
and 1 column without
strategy, with 2-5 minor
errors. • Includes most of
the Pro-Forma ratios for
the first year out with deltas
contrasting from the most
current year’s ratios.
20 to >0.0 pts
Developing
• Includes and analyzes
Pro-Forma Financial
Statements (I/S, B/S and
Statement of Cash Flows)
with deltas out 3 years.
• Each Pro-Forma year
has 2 columns: 1 with
strategy and 1 without
strategy, there are greater
than 6 errors. • Includes
some of the Pro-Forma
ratios for the first year out
with deltas contrasting
from the most current
year’s ratios.
0 pts
Not
Present
30 pts
Case Study: Projections, NPV, Compilation Grading Rubric |
BUSI690_D04_202140
Criteria Ratings Points
NPV and Cost
Analysis
20 to >16.0 pts
Advanced
• Develops a ...
PJM6125 Project Evaluation Stakeholder Analysis & Eval.docx
PJM6125 Project Evaluation:
Stakeholder Analysis & Evaluation Goal Matrix
Overview and Rationale
For this assignment, you will establish some evaluation goals for your project based on the
method and lens covered in this week’s lecture.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO1: Identify and analyze stakeholders associated with performance evaluation.
LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency,
and effectiveness
LO6: Compare change management procedures needed to respond to the results of both tactical
and non-tactical performance evaluation
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures
Essential Components & Instructions
This assignment is completed in two parts. First, using your chosen project that you
submitted as part of Lesson 1, complete the following items:
Stakeholder Register / Analysis:
Create a stakeholder register / analysis that includes the following minimum
columns:
o Stakeholder
o Stakeholder Position / Role
o Type of Stakeholder (internal or external)
o Stakeholder expectation (high level needs or expectations of project)
o Stakeholder interest (high / medium / low)
o Stakeholder influence level (high / medium / low)
o Stakeholder view of project (supportive / neutral / opposed)
o Stakeholder Management strategy (approach to engaging stakeholder to
support success of project)
Once you create the register, create entries for a minimum of 12 - 15 project
stakeholders, performing a full analysis for each of them.
Part 2: Evaluation Goals Matrix:
After completing the stakeholder register, you will create an evaluation goals matrix, as
illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have
designed the evaluation goal matrix, you will need to list at least four evaluation goals for
each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics
/ goals.
You will be assess on the clarity of the metrics, the concreteness of the measures (Example:
increased performance by 12 percent (concrete) vs. increase performance (not concrete, as
no specific measurement of increase)), and how well the metric will measure the success of
project relative to the overview of the project you provided as a case study.
Format
Below are some key guidelines you will want to ensure you follow in all three elements of
this assignment. Think of this short list as a quality control checklist, along with the
attached grading rubric.
Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted
as a single file (MsWord or .pdf)
You should include a cover page
You should include a brief summary of your chosen project.
You should format the documents professionally
The tables should be readable ...
9707 w14 ms_23
The document contains a mark scheme for a business studies exam. It provides explanations and guidance for examiners on how to award marks for student responses to various questions. The questions assess understanding of business terms like capital intensive and balance sheet. They also require calculations of metrics like net profit margin and margin of safety. Students must analyze and discuss factors like sources of finance, the impact of just-in-time production, strengths/weaknesses of family businesses, and potential human resource problems. The mark scheme provides detailed guidance on awarding marks for demonstrating knowledge, application, analysis and evaluation of business concepts in context.
BSOP 326 Expect Success/newtonhelp.com
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WEEK 1DQ 1 What is Total Quality Management
WEEK 1DQ 2 A System Perspective
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.
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Bsop 330Education Redefined / snaptutorial.com
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WEEK 1DQ 1 What is Total Quality Management
WEEK 1DQ 2 A System Perspective
Advanced Higher History exam - 2016 (marking instructions)
This document provides the finalized marking instructions for the 2016 Scottish Qualifications Authority Advanced Higher History exam. It outlines the general marking principles and criteria for assessing candidate responses to the exam questions. For the 25-mark essay questions, candidates must demonstrate knowledge of historical interpretations and reference historians to score over 12 marks. The document provides guidance to exam markers on placing essay responses within mark ranges based on their structure, analysis, thoroughness, and use of historical sources and interpretations. It also describes the criteria for marking the source-handling questions, which require candidates to interpret sources and relate them to wider historical context and historiography.
FIN300 Portfolio Project Scoring Rubric Criteria.docx
FIN300
Portfolio Project Scoring Rubric
�
�
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
21‐25 Points 16‐20 Points 11‐15 Points 6‐10 Points
Requirements The Portfolio
includes all of the
required
components, as
specified in the
assignment.
The Portfolio
includes most of
the required
components, as
specified in the
assignment.
The Portfolio
includes some of
the required
components, as
specified in the
assignment.
The Portfolio
includes few of the
required
components, as
specified in the
assignment.
21‐25 Points 16‐20 Points 11‐15 Points 6‐10 Points
Content Demonstrates
strong or adequate
knowledge of the
materials; correctly
represents
knowledge from
the readings and
sources.
Some significant
but not major
errors or omissions
in demonstration
of knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Fails to
demonstrate
knowledge of the
materials.
33‐40 Points 25‐32 Points 17‐24 Points 9‐16 Points
Purpose of the
Proposal
Purpose of the
proposal is well
defined, supported
and articulated.
Statement of
purpose includes
significant but not
major flaws and
errors in definition,
support and
articulation.
Statement of
purpose includes
major flaws and
errors in definition,
support and
articulation.
Statement of
purpose is not
defined,
supported, and
articulated.
49‐60 Points 37‐48 Points 25‐36 Points 13‐24 Points
Explanation of
Financing
Company’s WACC,
capital structure,
dividend policy if
applicable, and the
reason for the
change in financing
are clearly
explained.
Alternatives that
meet the
company’s
expectations for
increasing
shareholder value
are presented.
Small number of
significant but not
major flaws in
explanation of
company’s WACC,
capital structure,
dividend policy if
applicable, and the
reason for the
change in financing
are present.
Alternatives that
meet the
company’s
expectations for
increasing
shareholder value
Major problems in
organization and
writing Company’s
WACC, capital
structure, dividend
policy if applicable,
and the reason for
the change in
financing are
present.
Alternatives that
meet the
company’s
expectations for
increasing
shareholder value
are poorly
Fails to explain
company’s WACC,
capital structure,
dividend policy if
applicable, and the
reason for the
change in
financing.
Alternatives that
meet the
company’s
expectations for
increasing
shareholder value
are not presented.
FIN300
Portfolio Project Scoring Rubric
�
�
are somewhat
explained.
explained.
49‐60 Points 37‐48 Points 25‐36 Points 13‐24 Points
Report or
Presentation
Structure
Quantitative
findings are clearly
stated and well
integrated into the
written report or
presentation.
Executive summary
is complete and
one page or less.
Quantitative ...
BSOP 326 Education Specialist / snaptutorial.com
For more classes visit
www.snaptutorial.com
WEEK 1DQ 1 What is Total Quality Management
WEEK 1DQ 2 A System Perspective
WEEK 2DQ 1Dr. Deming's 14 Points
BSOP 326 Exceptional Education - snaptutorial.com
For more classes visit
www.snaptutorial.com
WEEK 1DQ 1 What is Total Quality Management
WEEK 1DQ 2 A System Perspective
WEEK 2DQ 1Dr. Deming's 14 Points
WEEK 2DQ 2 Quality Philosophies, Awards, and Standards
WEEK 3DQ 1 TQM Leaders
BSOP 326 Education Organization -- snaptutorial.com
For more classes visit
www.snaptutorial.com
WEEK 1DQ 1 What is Total Quality Management
WEEK 1DQ 2 A System Perspective
WEEK 2DQ 1Dr. Deming's 14 Points
MGT575–Critical Evaluation of Research and Theory Portfolio .docx
MGT575–Critical Evaluation of Research and Theory
Portfolio Project Rubric
Criteria Meets Expectation Approaches
Expectation
Below Expectation Limited Evidence
Content, Research, and Analysis
17-20 Points 13-16 Points 9-12 Points 5-8 Points
Requirements The Portfolio Project
presents all of the
required
components,
including
assignment length
and number of
sources in literature
review, as specified
in the assignment.
The Portfolio
includes most of
the required
components, as
specified in the
assignment.
The Portfolio
includes some of
the required
components, as
specified in the
assignment.
The Portfolio
includes few of the
required
components, as
specified in the
assignment.
41-50 Points 31-40 Points 21-30 Points 11-20 Points
Content Demonstrates a
scholarly and
practical
representation of
the knowledge
gained in this
course.
Some significant
but not major
errors or omissions
in demonstration of
knowledge.
Major errors or
omissions in
demonstration of
knowledge.
Fails to demonstrate
knowledge of the
materials.
41-50 Points 31-40 Points 21-30 Points 11-20 Points
Purpose of the
Investigation and
Management/Bu
siness Questions
Statements
demonstrate a clear,
concise and
accurate
understanding of
the business
problem or
opportunity to be
investigated.
Some significant
but not major
errors or omissions
in purpose,
management and
research questions.
Major errors or
omissions in
purpose,
management and
research
questions.
Fails to construct
effective purpose,
management and
research questions.
41-50 Points 31-40 Points 21-30 Points 11-20 Points
Description of
the Problem or
Opportunity
Demonstrates a
strong knowledge of
the substantiation
of a problem or
opportunity; clear
and concise writing
with no
unsupported
content.
Some significant
but not major
errors or omissions
in understanding or
construction of a
problem or
opportunity.
Major errors or
omissions in
understanding or
construction of a
problem or
opportunity.
Fails to demonstrate
understanding or
ability to construct a
problem or
opportunity.
17-20 Points 13-16 Points 9-12 Points 5-8 Points
Problem or
Opportunity
Background
Demonstrates
strong knowledge of
the materials;
Some significant
but not major
errors or omissions
Major errors or
omissions in
demonstration of
Fails to demonstrate
knowledge of
materials.
MGT575–Critical Evaluation of Research and Theory
Portfolio Project Rubric
correctly represents
and presents
knowledge from
readings and
sources and with no
unsupported
content.
in demonstration of
knowledge.
knowledge.
41-50 Points 31-40 Points 21-30 Points 11-20 Points
Relevant Theory Demonstrates
strong critical
thinking in
identifying and
articulating a theory
relevant to the
problem and
management
questions.
Some significant
but not major
errors or omissions
in critical thinking ...
BSOP 326 Success Begins /newtonhelp.com
This document contains discussion questions and assignments for multiple weeks of a quality management course. It includes questions about total quality management philosophies and tools, customer focus, statistical process control, and implementing quality systems. It also contains a case study assignment on using control charts to analyze variation in circuit board drilling measurements from a supplier. Students are asked to calculate control limits, create X-Bar and R charts, identify out-of-control points, recalculate with their removal, and discuss the changes between the original and updated control charts.
9707 w14 ms_21
The document is a mark scheme for a business studies exam that assesses students' understanding of key business concepts and their ability to apply them to case study examples. It provides:
1) Detailed explanations and mark allocations for answers to questions about terms, calculations, and analysis of business scenarios from two sample case studies.
2) The questions assess students' knowledge of topics like pricing strategies, cash flow forecasting, and advantages/disadvantages of franchising.
3) The mark scheme provides guidance to examiners on what constitutes a complete or partial answer for each question and the levels of understanding or analysis required to achieve different point allocations.
Each individual is asked to prepare a case analysis on FORD (found i.docx
Each individual is asked to prepare a case analysis on FORD (found in our text C277). The expected length of this Case Analysis is 3 pages, 1-inch all-around margins, single-spaced and Times New Roman 12-point font. Please see grading rubric in syllabus for more information.
Rubric is below
Criteria, Ford Case Individual Rubrics
Ratings
Points
a. Question 1 – Internal and external analysis
Description
: The report provides both Internal (5) and external analyses (5).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
b. Question 1 – Categorizes trends
Description
: The report categorizes internal issues as weaknesses (2.5), and strengths (2.5); and categorizes external issues as opportunities (3) and threats (2).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
c. Question 1 – Provides a multi-functional analysis
Description
: In the analysis of the internal environments, the report includes issues regarding at least 3 different functional areas (6), the report includes the financial health of the organization (4).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
d. Question 2 – Strategic action 1
Description
: The report recommends a strategic action to the CEO that combines a weakness/strength with an opportunity/threat (2). The report provides strong rationale for the merits of strategic action 1 (8).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
e. Question 2 – Strategic action 2
Description
: The report recommends a strategic action to the CEO that combines a weakness/strength with an opportunity/threat (2). The report provides strong rationale for the merits of strategic action 1 (8).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
f. Question 2 – Strategic action 3
Description
: The report recommends a strategic action to the CEO that combines a weakness/strength with an opportunity/threat (2). The report provides strong rationale for the merits of strategic action 1 (8).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
g. Question 2 – Strategic action 4
Description
: The report recommends a strategic action to the CEO that combines a weakness/strength with an opportunity/threat (2). The report provides strong rationale for the merits of strategic action 1 (8).
10.0 pts
Excellent
8.0 pts
Good
6.0 pts
OK
4.0 pts
Needs work
2.0 pts
Weak
0.0 pts
No marks
10 pts
h. Question 2 – Strategic actions recommended are both at the Business-level and at the corporate level
Description
: The report recommends at least one strategic action at the business-level (how to compete) (5) and at least one action at the corporate level.
IEE 305, Homework#3HW3 should be submitted on the course black.docx
IEE 305, Homework#3
HW3 should be submitted on the course blackboard by the due time indicated in the syllabus.
1. (5 points) Chapter 7, Exercise 1. Give the Relationships view of the Access database
2. (5 points) Chapter 7, Exercise 3
3. (10 points) Chapter 7, Exercise 4. Give the design view of the query in the ACCESS database.
4. (10 points) Chapter 7, Exercise 6. Give the design view of the query in the ACCESS database.
5. (10 points) Chapter 7, Exercise 8. Give the design view of the query in the ACCESS database.
6. (10 points) Chapter 7, Exercise 10. Give the design view of the query in the ACCESS database.
7. (50 points) Project report 3 on ACCESS database. This reportshould include the datasheet view of every table in your Access database, the Relationships view of the Access database, and the design view and the query result of every query in the ACCESS database.
ECO 201 Milestone Three Guidelines and Rubric
The purpose of this milestone is for students to explore the various costs their firm faces and to describe their firm’s market. Using the concepts and tools
developed in Modules Four and Five, students will analyze the fixed and variable costs of their firm, how those costs have changed over time, and how those
changes have impacted their firm’s overall health and sustainability. In analyzing their firm’s market, students will detail the extent of their firm’s market power
and their firm’s ability to influence the market. Students will also describe major trends in the market, specifically concerning new products, technologies, and
new entrants. Students can further determine the future health of their firm to inform their final recommendations by examining their firm’s place within the
market.
Prompt: Submit a draft of the Costs of Production (Section IV), Overall Market (Section V), and Recommendation (Section VI) of your research paper, including
all critical elements listed below. You will review your firm’s financial reports and other relevant data sources to collect and analyze cost information for your firm
over the past five or so years. Using real data and the economic tools developed in Module Four, you will analyze your firm’s profitability and how costs impact its
growth. Additionally, you will find data on your firm’s competitors in order to detail your firm’s place within the market currently and over the past five or so
years. Lastly, you will develop a recommendation for how the firm can manage its future production.
Specifically the following critical elements must be addressed:
IV. Examine the costs of production for your firm.
a) Analyze the various costs a firm faces, their trends over time, and how they have impacted your firm’s profitability.
b) App.
Bsop 326 Enhance teaching - tutorialrank.com
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Tutorial Purchased: 3 Times, Rating: A+
WEEK 1DQ 1 What is Total Quality Management
WEEK 1DQ 2 A System Perspective
WEEK 2DQ 1Dr. Deming's 14 Points
WEEK 2DQ 2 Quality Philosophies, Awards, and Standards
WEEK 3DQ 1 TQM Leaders
BSOP 326 Effective Communication/tutorialrank.com
This document contains summaries of tutorials purchased from www.tutorialrank.com for various courses. It includes summaries of discussion questions for BSOP 326 weeks 1-7 that cover topics like total quality management, quality philosophies and standards, statistical tools, and implementing TQM. It also includes summaries of a BSOP-326 week 4 midterm exam that covers high-performance work systems and a BSOP-326 week 7 case study on Fujiyama Electronics that involves analyzing process data using control charts. The document provides an overview of the content covered in the tutorials purchased from the tutorial website.
Criteria Ratings PointsExecutiveSummary8 to 6.0 pts
Criteria Ratings Points
Executive
Summary
8 to >6.0 pts
Advanced
• Provides a clear
overview of the
paper’s contents.
• Contains enough
information about the
case study.
• Captures the
purpose and the main
recommendation(s) in
1–2 sentences.
• Provides key
evidence for the
major points.
• Closes with a brief
summary and
rationale for the
chosen strategy.
6 to >5.0 pts
Proficient
• Provides an overview of
the paper’s contents.
• Contains some
information about the case
study. • Captures most of
the purpose and the main
recommendation(s) in 1–2
sentences. • Provides
most key evidence for the
major points. • Closes with
a brief summary that
contains some rationale for
the chosen strategy.
5 to >0.0 pts
Developing
• Provides a less than
clear overview of the
paper’s contents.
• Lacking in information
about the case study.
• Captures some of the
purpose and the main
recommendation(s) in 1–2
sentences. • Provides
some key evidence for
the major points. • Brief
summary and rationale
are lacking in content for
the chosen strategy.
0 pts
Not
Present
8 pts
Alternative
Strategies
10 to >8.0 pts
Advanced
Lists two or more
alternative strategies
(giving advantages
and alternatives for
each).
8 to >7.0 pts
Proficient
Lists 1 or more alternative
strategies giving some
advantages and
alternatives for each.
7 to >0.0 pts
Developing
Lists less than 2
alternative strategies and
gives a minimum amount
of advantages and
alternatives for each.
0 pts
Not
Present
10 pts
Pro-Forma
Financial
Statements
30 to >26.0 pts
Advanced
• Includes and
analyzes Pro-Forma
Financial Statements
(I/S, B/S and
Statement of Cash
Flows) with deltas out
3 years. • Each
Pro-Forma year has 2
columns: 1 with
strategy and 1
column without
strategy. • Includes
Pro-Forma ratios for
the first year out with
deltas contrasting
from the
26 to >20.0 pts
Proficient
• Includes and analyzes
Pro-Forma Financial
Statements (I/S, B/S and
Statement of Cash Flows)
with deltas out 3 years with
minor errors. • Each
Pro-Forma year has 2
columns: 1 with strategy
and 1 column without
strategy, with 2-5 minor
errors. • Includes most of
the Pro-Forma ratios for
the first year out with deltas
contrasting from the most
current year’s ratios.
20 to >0.0 pts
Developing
• Includes and analyzes
Pro-Forma Financial
Statements (I/S, B/S and
Statement of Cash Flows)
with deltas out 3 years.
• Each Pro-Forma year
has 2 columns: 1 with
strategy and 1 without
strategy, there are greater
than 6 errors. • Includes
some of the Pro-Forma
ratios for the first year out
with deltas contrasting
from the most current
year’s ratios.
0 pts
Not
Present
30 pts
Case Study: Projections, NPV, Compilation Grading Rubric |
BUSI690_D04_202140
Criteria Ratings Points
NPV and Cost
Analysis
20 to >16.0 pts
Advanced
• Develops a ...
PJM6125 Project Evaluation Stakeholder Analysis & Eval.docx
PJM6125 Project Evaluation:
Stakeholder Analysis & Evaluation Goal Matrix
Overview and Rationale
For this assignment, you will establish some evaluation goals for your project based on the
method and lens covered in this week’s lecture.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO1: Identify and analyze stakeholders associated with performance evaluation.
LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency,
and effectiveness
LO6: Compare change management procedures needed to respond to the results of both tactical
and non-tactical performance evaluation
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures
Essential Components & Instructions
This assignment is completed in two parts. First, using your chosen project that you
submitted as part of Lesson 1, complete the following items:
Stakeholder Register / Analysis:
Create a stakeholder register / analysis that includes the following minimum
columns:
o Stakeholder
o Stakeholder Position / Role
o Type of Stakeholder (internal or external)
o Stakeholder expectation (high level needs or expectations of project)
o Stakeholder interest (high / medium / low)
o Stakeholder influence level (high / medium / low)
o Stakeholder view of project (supportive / neutral / opposed)
o Stakeholder Management strategy (approach to engaging stakeholder to
support success of project)
Once you create the register, create entries for a minimum of 12 - 15 project
stakeholders, performing a full analysis for each of them.
Part 2: Evaluation Goals Matrix:
After completing the stakeholder register, you will create an evaluation goals matrix, as
illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have
designed the evaluation goal matrix, you will need to list at least four evaluation goals for
each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics
/ goals.
You will be assess on the clarity of the metrics, the concreteness of the measures (Example:
increased performance by 12 percent (concrete) vs. increase performance (not concrete, as
no specific measurement of increase)), and how well the metric will measure the success of
project relative to the overview of the project you provided as a case study.
Format
Below are some key guidelines you will want to ensure you follow in all three elements of
this assignment. Think of this short list as a quality control checklist, along with the
attached grading rubric.
Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted
as a single file (MsWord or .pdf)
You should include a cover page
You should include a brief summary of your chosen project.
You should format the documents professionally
The tables should be readable ...
9707 w14 ms_23
The document contains a mark scheme for a business studies exam. It provides explanations and guidance for examiners on how to award marks for student responses to various questions. The questions assess understanding of business terms like capital intensive and balance sheet. They also require calculations of metrics like net profit margin and margin of safety. Students must analyze and discuss factors like sources of finance, the impact of just-in-time production, strengths/weaknesses of family businesses, and potential human resource problems. The mark scheme provides detailed guidance on awarding marks for demonstrating knowledge, application, analysis and evaluation of business concepts in context.
BSOP 326 Expect Success/newtonhelp.com
For more course tutorials visit
www.newtonhelp.com
WEEK 1DQ 1 What is Total Quality Management
WEEK 1DQ 2 A System Perspective
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Initial Project Meeting Agenda PowerPoint Presentation Slides
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Advanced Higher History exam - 2016 (marking instructions)
Advanced Higher History exam - 2016 (marking instructions)
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FIN300 Portfolio Project Scoring Rubric Criteria.docx
BSOP 326 Education Organization -- snaptutorial.com
BSOP 326 Education Organization -- snaptutorial.com
MGT575–Critical Evaluation of Research and Theory Portfolio .docx
MGT575–Critical Evaluation of Research and Theory Portfolio .docx
Each individual is asked to prepare a case analysis on FORD (found i.docx
Each individual is asked to prepare a case analysis on FORD (found i.docx
IEE 305, Homework#3HW3 should be submitted on the course black.docx
IEE 305, Homework#3HW3 should be submitted on the course black.docx
Criteria Ratings PointsExecutiveSummary8 to 6.0 pts
Criteria Ratings PointsExecutiveSummary8 to 6.0 pts
PJM6125 Project Evaluation Stakeholder Analysis & Eval.docx
PJM6125 Project Evaluation Stakeholder Analysis & Eval.docx
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
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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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- 9. tool you are going to use. Make sure you document all sources accurately and in APA format.