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  • Ass 2

    The purpose of this assignment is to write an effective business report on the status of a project.

    Task

    For this assignment, you will prepare a 1500-2000-word business report. Imagine that the project proposal you wrote in Unit 2 was successful and that, a year later, you need to report on the projects progress.

    In Assignment 2, you defined a problem in your workplace or community and proposed a solution. For example, you may have identified a series of neighborhood break-ins as a problem and proposed a neighborhood watch program. Your proposal has been successful, and you have been approved to pursue your project. You will now prepare a more detailed report on the project’s pursuit. In the example, you could report on various approaches to implementing a neighborhood watch program and provide your recommendations for moving forward.

    • Your report should be 1500-2000 words
    • You will need to research to develop the content of your report. Cite your sources in APA format. Please cite at least 5 credible academic sources.Transmittal Memo-Use this .
    • Cover page
    • Table of contents
    • Sections with headings, as appropriate to the topic of the report
    • References
    • (An appendix is not required.)

    You can use the following template to help you structure your business report:

    Attached Files (PDF/DOCX): Sample Transmittal Memoa.docx, guide_to_writing_a_business_report.pdf, WRTG 394 Rec Report Template.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Assignment 05: Project 1 Part II: Research Product Decision…

    Directions

    Submit Project 1 – Part II: Research Product Decision-Making Process. See Project 1 under Course Resources for complete project details and instructions.

    For Part II, in a one page narrative explanation, include responses to the following questions:

    How did you use the resources to find the information?

    Did you need to go to more than one place to find all of the information needed?

    How is information about construction products organized?

    Was your research process effective? Efficient? Why or why not?

    What will change in this process for the next time you conduct construction product research? Why?

    What do you think are the difficulties for construction management professionals in choosing appropriate products for their projects?

    How does this product research project give you an appreciation of the critical thinking process necessary in the selection of construction materials and methods?

    Submit this assignment to the dropbox “Assignment 05: Project 1 Part II: Research Product Decision-Making Process.” This assignment is worth 50 points and will be graded according to the scoring guide below.

    SCORING GUIDE (50 POINTS)

    Rating Scale10-9Work meets or exceeds criterion at a high level of competence.8Work reflects an understanding of criterion with minor misunderstandings/misconceptions.7Criterion partially met, but one or more important concepts/skills are missing or flawed.6Work reflects an attempt to meet criterion, but significant misunderstandings/misconceptions are apparent.5-0Criterion not met or work is absent.

    Criteria1.Detailed how the resources were used to find the information with sources cited.2.Detailed how information about construction products was organized, and if students research process was effective and efficient. Identified whether or not the student would change the process for the next construction product researched.3.Explained the difficulties for construction management professionals in choosing appropriate products for their projects.4.Detailed how this product research project gave student an appreciation of the critical thinking process necessary in the selection of construction materials and methods.5.Paper used APA style and format and met minimum required written pages with appropriate grammar and spelling.

  • MARINE SCIENCE

    Choose a marine organism and discuss thoroughly its potential for mariculture, and whether or not it would be a good candidate for development. Be sure to discuss the biology of the organism, the environmental impacts, nutritional/use value, economic viability and any sustainability issues that may arise from its cultivation. The assignment should be a maximum of 8 pages, double space, size 12 font, APA style, not including cover and reference pages. Please note that the assignment will be checked for plagiarism and/or inappropriate use of undocumented sources.

  • Program Evaluation Project Deliverable #3: Logic Model

    *The topic chosen is Youth Mentoring and Academic Support Programs *

    You will create a logic model for your selected program, showing the connections between inputs, activities, outputs, and outcomes. This helps you clarify program goals and evaluation focus. Your model will serve as a visual roadmap for later evaluation steps.

    Instructions

    Review the Program Overview

    • Revisit your selected program and gather information on:
    • The goals and objectives
    • Inputs/resources available
    • Activities performed
    • Services provided
    • Expected results or outcomes

    Understand Logic Model Components

    • Familiarize yourself with the five standard logic model components:

    Component Description Inputs Resources needed (staff, funding, equipment, materials) Activities Program actions (workshops, outreach, services) Outputs Direct products (number of sessions held, participants served) Outcomes Short- and medium-term changes (skills gained, behavior changes)Impact Long-term effects (community health improvements, policy changes)

    Draft Each Logic Model Element

    • Using your program data:
    • Inputs: List human, financial, organizational, and community resources.
    • Activities: Identify key services, interventions, or events.
    • Outputs: Quantify what will be produced/delivered (e.g., “# of training sessions”).
    • Outcomes: Divide into:
    • Short-term: Immediate knowledge, skills, awareness changes
    • Intermediate: Behavior or practice changes
    • Long-term/Impact: Broader community or system-level changes

    Create a Visual Logic Model

    • Use a visual diagram to map the components in a left-to-right or top-down flow:
    • Inputs Activities Outputs Outcomes Impact
    • Use arrows to show logical connections between the components.
    • Options:
    • Use a template in Word, PowerPoint, or Google Docs
    • Create using tools like Lucid chart, Canva, or hand-drawn and scanned

    Analyze and Reflect

    • Review your logic model for:
    • Logical flow and consistency
    • Alignment between activities and expected outcomes
    • Gaps or unclear assumptions

    Criteria

    Your submission will be evaluated on the following:

    • Length & Format
    • Written explanation: 23 pages (excluding title and reference pages).
    • APA 7th edition style (12-point Times New Roman font, double-spaced, with proper citations if references are used).
    • Visual Logic Model: May be embedded in the document or submitted as an additional page/file.
    • File Type
    • Submit as a Word document (.docx) or PDF.
    • Required Elements
    • Program Overview: Brief summary of the programs purpose, goals, and target population.
    • Logic Model Components: Clearly identify inputs, activities, outputs, short-term outcomes, intermediate outcomes, and long-term impact.
    • Visual Logic Model Diagram: Clear, organized, and easy to interpret.
    • Analysis & Reflection: Written explanation of the logic models alignment, flow, and rationale, including identification of any gaps or assumptions.
    • Quality Expectations
    • Logical connections between components are clearly explained.
    • Outcomes are realistic, measurable, and tied to program activities.
    • Visual presentation is neat, professional, and labeled appropriately.
    • Writing is organized, clear, and free of grammar or spelling errors.

  • NURS-FPX8020 Assessment 1 Strategic Plan Appraisal

    Write a 67 page critical appraisal of an organization’s strategic plan from the perspective of a nurse executive, taking into consideration the organization’s mission, vision, and other contextual factors.

    Introduction

    A strategic plan is constructed from a clear, well-articulated vision and a comprehensive environmental scan. An analysis of the internal and external environments provides a clear picture of the current state and the potential hurdles to overcome in reaching the desired future state. Leaders can then establish goals and objectives that are specific, measurable, acceptable, realistic, timely, and rewarding.

    Strategic objectives balance short-term and long-term opportunities and consider the needs of all key stakeholders. From the objectives flow the strategies and tactics for achieving the goals. Building skill in strategic planning positions, the DNP nurse is one who makes things happen.

    This assessment provides an opportunity for you to critically examine an organization’s strategic plan. An understanding of the organizations vision, mission, and strategic priorities is crucial to departmental strategic planning that aligns with, and supports, organizational priorities.

    Preparation

    For this assessment, you will appraise an organizational strategic plan, develop a departmental strategic plan, and propose a quality improvement initiative, respectively. The choice of healthcare setting as the context for this work is up to you. You may choose the organization in which you currently work, an organization in which you worked previously, or an organization about which you would like to learn more. You will use this healthcare organization, and a department or division within the organization, as the basis for the remaining assessments in this course.

    Note: The assessments in this course must be completed in the order presented; subsequent assessments should be built on both your earlier work and your facultys feedback on earlier assessments. If you choose to submit assessments prematurely, without considering and integrating your facultys feedback, your assessment may be returned ungraded, resulting in your loss of an assessment attempt.

    Instructions

    Before you get started, please watch the following video:

    • .
    • https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1378472/uiconf_id/43969931/entry_id/1_h1wxn8zb/embed/dynamic

    Write a critical appraisal of the organizations strategic plan. Identify strategic priorities and orient yourself to the key performance indicators (KPI) the organization uses to drive quality. Include the quantitative metrics of the scorecard.

    Note: Lessons learned from your appraisal will inform your work in subsequent assessments in this course.

    Appraisal Format and Length

    Format your document using APA style.

    • Length: Your appraisal should be 67 pages in length, excluding the title page, references page, and appendix.
    • APA Format: Use the to help you in writing and formatting your appraisal. Be sure to include:
    • A title page and references page.
    • An abstract and running head are not required.
    • Appropriate section headings.
    • Additional Information: In addition to an introduction with a thesis statement and a conclusion, use the following section headings to format the body of your paper to ensure thorough content coverage and flow.
    • Strategic Plan Analysis.
    • SWOT.
    • Validity of Data and Analytical Strategies.
    • Stakeholder Input.
    • Balanced Scorecard.
    • Nomenclature: Please save the document you are submitting for grading using the following format.
    • Lastname, First name Assessment 1 Attempt #

    Evaluation

    The following tasks correspond to the grading criteria in the assessment rubric, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    • Select an organization and analyze their strategic plan.
    • Analysis of strategic plan.
    • How well do the priorities align with the mission and vision of the organization?
    • What priorities appear to take precedence?
    • Approach your SWOT analysis from a systems perspective at a macro level.
    • Perform a SWOT analysis taking into account both internal and external key elements.
    • Include a four-part grid of the SWOT quadrants as an APA properly formatted figure within your paper.
    • Provide a description of the SWOT analysis.
    • Evaluate the validity of data and analytical strategies used to develop organizational priorities.
    • What data was most likely used to develop key performance indicators (KPIs)?
    • For example: patient satisfaction data, 30-day readmission data, other internal performance indicators or external regulatory measures.
    • What was the source of the data?
    • For example: Centers for Medicare and Medicaid Services (CMS), internal data, public health data, financial data.
    • Explain how input from stakeholders might have been elicited and incorporated into the development of strategic priorities.
    • For example, strategic priorities can be developed by the board of directors, elicited from employee focus or patient advocacy groups, or derived from a combination of these approaches.
    • You may need to interview an organizational stakeholder for this information. If this information is unavailable to you, identify the stakeholders you would approach for their inputs.
    • Create a balanced scorecard for an organization.
    • Use four standard balanced scorecard domains: 1) financial, 2) customer, 3) internal processes, and 4) learning and growth.
    • Include quantitative measures for each domain.
    • Are the organizations strategic priorities balanced, or do one or more priorities receive more emphasis than the others?
    • Include the scorecard as an APA properly formatted appendix.
    • Articulate meaning relevant to the main topic, scope, and purpose of the prompt.
    • Write with a specific purpose and audience in mind.
    • Adhere to scholarly and disciplinary writing standards.
    • Proofread your writing to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your appraisal.
    • Apply APA formatting to in-text citations, references, figure, and appendix.
    • APA formatted citations and references for a minimum of six scholarly references.

    Competencies Measured

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    • Competency 1: Analyze organizational priorities, strategic planning, and system wide processes using data to optimize outcomes from a leadership perspective.
    • Analyze an organizations strategic plan, noting organizational priorities and mission and vision statements.
    • Analyze an organizations strategic plan using SWOT technique.
    • Evaluate the validity of data and analytical strategies used to develop organizational priorities.
    • Explain how input from stakeholders might have been elicited and incorporated into the development of strategic priorities.
    • Create a balanced scorecard for an organization.
    • Competency 5: Address assessment purpose in effective written or multimedia presentations, incorporating appropriate evidence and communicating in a form and style consistent with applicable professional and academic standards.
    • Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
    • Apply APA style and formatting to scholarly writing.

    Scoring Guide

    Use the scoring guide to understand how your assessment will be evaluated.

    Collapse AllCriterion 1

    Analyze an organizations strategic plan, noting organizational priorities and mission and vision statements.

    Distinguished

    Analyzes an organizations strategic plan. Provides keen insight into organizational priorities and their alignment with the organizations mission and vision in a written description.

    Criterion 2

    Analyze an organizations strategic plan using SWOT technique.

    Distinguished

    Analyzes an organization’s strategic plan using SWOT technique. Provides SWOT illustration with at least eight specific details and a detailed description of SWOT analysis.

    Criterion 3

    Evaluate the validity of data and analytical strategies used to develop organizational priorities.

    Distinguished

    Evaluates the validity of data and analytical strategies used to develop organizational priorities. Makes logically sound, insightful inferences based on relevant data.

    Criterion 4

    Explain how input from stakeholders might have been elicited and incorporated into the development of strategic priorities.

    Distinguished

    Explains how input from stakeholders is elicited and incorporated into the development of strategic priorities. Draws logically sound conclusions from a perceptive interpretation of relevant data and information or clear insight into prospective stakeholders.

    Criterion 5

    Creates a balanced scorecard for an organization using all four domains with quantitative measures.

    Distinguished

    Creates a balanced scorecard for an organization. Leverages available data and information to provide an insightful assessment of organizational priorities in each scorecard domain.

    Criterion 6

    Convey purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.

    Distinguished

    Conveys clear purpose, in a tone and style well suited to the intended audience. Supports assertions, arguments, and conclusions with relevant, credible, and convincing evidence. Exhibits strict and nearly flawless adherence to organizational, professional, and scholarly writing standards, including APA style and formatting.

    Criterion 7

    Apply APA style and formatting to scholarly writing.

    Distinguished

    Applies APA style and formatting to scholarly writing. Exhibits strict and nearly flawless adherence to stylistic conventions, document structure, and source attributions.

  • Discussion 2

    WritingDiscussion 2: Myth Busting by Supporting Opinions in Writing

    Overview

    This discussion will integrate knowing how to use literature to support claims and opinions.

    There are many controversial points surrounding drug use. It is important to be able to support your opinion with research and clearly communicate your findings. This will help you to challenge biases you may have as well as prove your point is not just an opinion. Most of us know illegal drug use is bad for the human condition. This assignment will help you to learn to PROVE your opinions.

    You will be the researcher to find “proof” for an addiction claim.

    Then you will work with a peer to find more proof for another misinformation claim.

    Use the module pages on how to support opinions on how to prove points in writing-both essays and presentations. Knowledge is power in health so have fun learning to be a health detective!!

    Objectives

    1. Interpret credible public health data sources to find statistical and epidemiological data on the incidence and prevalence of substance use, misuse, abuse, and dependency. (Obj 6)

    Preparation: Extra Tips for Organized Writing

    Not sure how to use references to support your work?

    Make sure you paid attention to How to Support Your Work in the Misinformation section, You will be expected to support all facts and claims. This will make your work stronger and earn you better grades her and in other classes! Here is some review of writing skills.

    Supporting Opinions Gives Our Words Power! It also helps us to know we are saying is true!

    Assignment Instructions

    • STEP 1: Pick ONE of the myth topics in the page in this module as a thesis.
    • This MUST be in your first sentence. For example “(Myth you chose) is not true.”
    • STEP 2: Find two acceptable reference sources to support the chosen thesis with facts.
    • STEP 3: Write a post with the format: thesis>support x2 >conclusion. It should look similar to my Post. With this format, there must be at least 4 sentences.
    • STEP 4: YOU MUST Include two properly written references (APA style).
    • STEP 5: Reply to a peer with a fact for their myth and include a reference.

    Peer Response Details

    You must respond to at least one classmate. This will be worth 6 points of your total grade. Find a myth that is NOT the one you chose. Look up a fact to support the claim that you choose to reply to. Share that fact with your peer and the reference.

    Ace This Discussion!

    Canvas Guides (Optional Help!)

    Here are some Canvas guides you can use to help you submit your assignment.

    Requirements:

  • Gender-Based Power in Organizations

    Overview & Purpose

    This assignment will allow you to discuss gender-based power imbalances in organizations. You will have the opportunity to demonstrate your understanding of gender filters that counteract the organizational power positions dominated by men.

    Instructions

    Please re-read chapter five in your textbook to review Burks Five Dynamics of gender-based power in organizations. You are asked to respond to the following essay question: Consider Burks five dynamics of gender-based power in organizations. Select one of the five dynamics. Do you agree/disagree with the dynamic? If so, why or why not? How could this dynamic be applied when attempting to diversify upper management in the U.S?

    Criteria

    • Length: 4- Page Paper
    • Use APA formatted in-text citations for all ideas and information from your research
    • Connections to the course textbook are required
    • Please be reminded that simply copying and pasting information does not demonstrate your comprehension of the information in the unit

    Attached Files (PDF/DOCX): Empowerment Series_ Human Behavior in the Macro Social — Karen K_ Kirst-Ashman Grafton H_ Hull Jr_ — Cengage Learning EMEA (UK Europe) N_p_ — 9781305389502 — 40c4853640362f6fe19f06a3ef783a00 — Annas A.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • nursing

    Objectives

    • Identify a budget for your project.

    Deliverables

    • Complete the Budget Requirements Template Assignment attached below

    PLEASE TAKE NOTE

    All assignments must include and align with the PICOT question for the proposed project in the first paragraph.

    Always put your full approved PICOT question that includes the percentage of the outcome in the first paragraph and on your templates or you will lose points.

    2. For the references – CDC, The WHO, ANA are not scholarly Peer reviewed articles. They are good resources but DO NOT count towards the required number for each assignment. They can be used as an extra resource for great information.

    3. References must have a URL or doi link for verification of the article or you will not get credit for them.

    PICOT:

    Among older adults living in long-term care facilities (P), does the implementation of routine cognitive and functional status monitoring by nursing staff (I) compared to standard practices (C) reduce the occurrence of the UTI-related sepsis (O) over a 6-month period (T)?

    Purpose of the Capstone Project

    The aim of this capstone project is to determine the likelihood that regular nurse-monitored urinary tract infections, cognitive and functional changes, and the application of standardized screening tools can help decrease the incidence of UTIs and urosepsis development among elderly in long-term care facilities.

    Significance of the Capstone Project

    UTI is one of the issues that are most prevalent in long-term care facilities and one of the causes of urosepsis that has a high fatality rate in the elderly. The study by Smith (2025) states that urosepsis induces up to 31 percent of all cases of sepsis and elderly individuals may have unusual signs and symptoms, including delirium or functional impairment instead of fever and leukocytosis. This is important due to the possibility of preventing the progression of infection, decreasing the number of hospital transfers, decreasing mortality, and improving patient outcomes in general (Smith, 2025).

    Plan to Implement the Proposal

    The proposal is going to take place in a long-term care home within six months. The nurses will be educated about the unusual manifestations of UTI in older adults and focus on the early symptoms of the illness, including the acute changes in the mental status and the decline in functioning. At hospitalization and on regular schedules, nurses will determine and record the baseline cognitive and functional condition of each resident.

    The routine nursing assessment will include standardized screening tools, like the Confusion Assessment Method (CAM), and will be included in the electronic health record to make sure that they are used consistently.

    Reference

    Smith, T. (2025). Geriatric urosepsis: Prevention and detection. American Nurse Journal, 20(11), 2426.

    PLEASE LOOK AT ALL THE ATTACHED FOR REFERENCE!

    Attached Files (PDF/DOCX): Literature_Revie3-17704463338026955 (1).docx, work plan template a.docx, 485 Updated Budget Requirements.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Ratio Analysis in excel

    Perform ratio analysis to further your understanding of Oceanviews business.perform an initial evaluation of Oceanviews financial condition and ability to continueas a going concern.

    Requirements:

  • English Question

    • Assignment 2 (50 points)
      • Prompt: Design vocabulary activities to be used in your thematic unit. Using the information found in Chapter 6 of our text and the eVoc Strategies article, create (3) activities that can be used to develop vocabulary within your unit plan. One of these activities must involve using technology in a way appropriate for student learning. Describe the activity and create any handouts that will be used with the activity. Identify the literacy (ELA) and content area mississippi standards for each activity. Use the Vocabulary Writing Assignment Template template found on Canvas, expanding it as necessary. Include APA-formatted title page and reference pageUnit 5 Writing Assignment 2 Rubric
        Unit 5 Writing Assignment 2 Rubric
        Criteria Ratings Pts
        This criterion is linked to a Learning OutcomeNumber and quality of vocabulary activities (InTASC 4, 7; ILA 2) 20 ptsExceeds Expectations (4)The required number of activities were developed. The explanation of each activity was clear and detailed. The activities were appropriate for the grade level and subject area and involved strategies designed to build vocabulary knowledge. (20 pts)17 ptsMeets Expectations (3)The required number of activities were developed. The explanation of each activity was somewhat clear and detailed. The activities were generally appropriate for the grade level and subject area and involved strategies designed to build vocabulary knowledge (17 pts)14 ptsApproaching Expectations (2)Fewer than the required number of activities were developed. The explanation of each activity was unclear or lacked detail. The activities were not designed in a way that reinforced or extended vocabulary knowledge (14 pts)11 ptsDoes not meet expectations (1)Fewer than the required number of activities were developed. Elements in the template were missing or incomplete. The activities were not designed in a way that reinforced or extended vocabulary knowledge (11 pts) 20 pts
        This criterion is linked to a Learning OutcomeInTASC #4 – Content Knowledgethreshold: 3.0 pts 4 ptsAdvanced – The candidates performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.3 ptsProficient – The candidates performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.2 ptsBasic – The candidates performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking1 ptsMinimal – The candidates performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills. —
        This criterion is linked to a Learning OutcomeInTASC #7B-1 – Planning for Instruction (updated)threshold: 3.0 pts 4 ptsAdvanced – The candidates performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.3 ptsProficient – The candidates performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.2 ptsBasic – The candidates performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking.1 ptsMinimal – The candidates performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills. —
        This criterion is linked to a Learning Outcome2.1 – ILA Standard 2: Curriculum and Instructionthreshold: 3.0 pts 4 ptsAdvanced – The candidates performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.3 ptsProficient – The candidates performance consistently meets expectations. The candidate effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.2 ptsBasic – The candidates performance sometimes meets expectations but is not doing so consistently. Candidate demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking1 ptsMinimal – The candidates performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The candidate demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills. —
        This criterion is linked to a Learning OutcomeUse of Technology 10 ptsProficientAt least one vocabulary activity required the use of technology in a 21st century appropriate way.5 ptsBasicAt least one vocabulary activity required the use of technology but the use of technology did not enhance learning0 ptsMinimalNo technology was Used. 10 pts
        This criterion is linked to a Learning OutcomeHandouts 10 ptsAdvancedHandouts are neat, contain clear instructions, are creative, original, and effective. Handouts clearly reinforce learning rather than being busy work. (12 pts)8.5 ptsProficientHandouts are relatively neat, original, effective, and efficient. Handouts reinforce learning rather than being busy work7 ptsBasicAt least one vocabulary activity required the use of technology, but the use of technology did not enhance learning.0 ptsMinimal or MissingNo handouts are included although the activity needs them in order to be effective. 10 pts
        This criterion is linked to a Learning OutcomeStandards 10 ptsAdvancedAppropriate ELA and Content Area standards are identified for each activity. The standards chosen align with and are met by the activity.8.5 ptsProficientELA and content area standards are identified for each activity. The activities meet most of the selected standards.7 ptsBasicELA or content area standards are missing from some of the activities or they only loosely correlate with the activities5.5 ptsMinimalNo standards are listed, or the standards listed do not correlate with the activities. 10 pts
        This criterion is linked to a Learning OutcomeAPA- compliant formatting 5 ptsAdvancedConsistently follows APA format, including title page, citations, and References page when required. (NO errors)4.25 ptsProficientConsistently follows APA format, including title page, citations, and References page when required. (1-2 MINOR errors).3.5 ptsBasicLimited (3-5) errors in APA format including title page, citations, and References page when required2.75 ptsMinimalMore than 5 APA errors in format, including title page, citations, or References page when required. 5 pts
        This criterion is linked to a Learning OutcomeMechanics 5 ptsAdvancedThe presentation demonstrates exceptional use of standard English conventions (mechanics, usage, grammar and syntax). NO ERRORS4.25 ptsProficientThe presentation demonstrates consistent use of standard English conventions (mechanics, usage, grammar and syntax). (1-2 MINOR errors)3.5 ptsBasicThe presentation demonstrates inconsistent use of standard English conventions (mechanics, usage, grammar and syntax). (3-5 errors).2.75 ptsMinimalThe presentation does NOT demonstrate use of standard English conventions (mechanics, usage, grammar and syntax). (More than 5 errors). 5 pts

    Requirements: 1pg