Bright Academic Experts

Category: uncategorised

  • Dissertation editing

    Please see the professor comments for what needs to be changed. Don’t worry about the title page.

    Attached Files (PDF/DOCX): Davis_C_Proposal_1292026_MR_Not_Approved (2).docx

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

  • Final Assignment: Applied Project Change Leadership Brief

    Overview:

    The Applied Project serves as the culminating activity of the course. Its purpose is to help students synthesize and apply the principles, models, and perspectives of change management covered throughout the term. By selecting one of three key topics from the textbook, students will demonstrate their ability to analyze real or hypothetical change situations, connect theory to practice, and reflect on how change management principles can be applied effectively in their professional contexts.

    Students may submit either a 45-page written paper or a 10-minute video presentation. Both formats should show an understanding of the major ideas from the readings, integration of at least three current (past 5 years) and scholarly sources, and thoughtful reflection on practical implications for leadership and organizational effectiveness.

    Detailed Instructions:

    Students will select one of the following three topics as the focus of their Change Leadership Brief.

    Option 1 Leading Change Through Vision and Purpose (Ch. 6)

    In this option, students analyze how leaders use purpose and vision to mobilize support for organizational change. The brief should:

    1. Explain the role of mission and vision in successful change efforts.
    2. Describe what makes a vision statement effective, referencing frameworks or examples discussed in the course.
    3. Apply these ideas to a professional or organizational example where vision and purpose were usedor could have been usedto drive meaningful change.
    4. Offer recommendations for aligning vision, communication, and leadership actions.

    Option 2 Managing Resistance and Communication (Chs. 78)

    This option focuses on how communication influences resistance and commitment to change. The brief should:

    1. Identify typical sources and expressions of resistance in organizations.
    2. Discuss at least one communication strategy or framework that can be used to anticipate or reduce resistance.
    3. Analyze a real or hypothetical change scenario where communication either succeeded or failed to manage resistance.
    4. Conclude with a brief action plan outlining how effective communication could enhance change outcomes.

    Option 3 Sustaining Change and Developing Change Leadership (Chs. 1012)

    Students choosing this option examine what it takes to sustain change and develop leaders who can guide the process effectively. The brief should:

    1. Explain common barriers to sustaining change and how they can be mitigated.
    2. Discuss leadership competencies or political skills that support long-term change success.
    3. Apply these insights to an organizational or professional example.
    4. Reflect on lessons learned about ones own l

    Submission Guidelines

    • Written brief: 45 pages, double-spaced, Times New Roman 12-point font, APA 7th edition. OR
    • Video presentation: 10 minutes maximum; use PowerPoint, Adobe Express, or Zoom to record and submit the link in Canvas.
    • All submissions should include at least three current (past 5 years) scholarly sources (the textbook may count as one).
    • Upload your file or video link by the end of Week 7 in the corresponding Assignment area in Canvas.

    ORGL 8760 Final assignment rubric

    ORGL 8760 Final assignment rubric

    CriteriaRatingsPointsConceptual Understanding

    Excellent

    Demonstrates a thorough understanding of change management theories, models, and perspectives; integrates course concepts and readings accurately and insightfully.

    25 pts

    Proficient

    Demonstrates clear understanding of major concepts with some minor omissions or inaccuracies.

    12.5 pts

    Needs Improvement

    Application is general, unsupported, or lacks linkage between theory and professional context.

    0 pts

    /25 pts

    Application and Analysis

    Excellent

    Applies concepts thoughtfully to a relevant organizational or professional example; analysis is logical, evidence-based, and demonstrates critical thinking.

    30 pts

    Proficient

    Applies concepts appropriately with some analysis and supporting evidence, though limited in depth or connection.

    15 pts

    Needs Improvement

    Shows limited or minimal understanding of key ideas; lacks clear connection to course concepts or readings.

    0 pts

    /30 pts

    Organization, Clarity, and Professional Communication

    Excellent

    Work (paper or video) is well-structured, clear, and polished; demonstrates professional tone, effective flow, and clear delivery or formatting.

    25 pts

    Proficient

    Organization is adequate; ideas are mostly clear with minor issues in flow, grammar, or delivery.

    12.5 pts

    Needs Improvement

    Shows limited or minimal understanding of key ideas; lacks a clear connection to course concepts or readings.

    0 pts

    /25 pts

    Use of Scholarly Sources and APA Style

    Excellent

    Incorporates at least three current scholarly or professional sources (textbook may count as one). Sources are well-integrated and correctly cited in APA 7th edition (for written) or referenced clearly in the video/slides.

    20 pts

    Proficient

    Includes required sources with minor citation, integration, or currency issues.

    10 pts

    Needs Improvement

    Fewer than three scholarly sources, major APA or citation errors, or lack of credible references.

    0 pts

    /20 pts

  • Case Studies Question

    LAB 3B: MULTIMODAL TRANSCRIPT

    (GROUP Submission) READ ALL INSTRUCTIONS CAREFULLY BEFORE YOU BEGIN
    Submit on CanvasGradescope |

    In Lab 3B, you will return to the video you recorded in Lab 3A and begin working with it as data. The goal of this lab is to move from raw video to structured representations and then to a grounded analysis of how action is organized over time. This lab has three closely connected components:

    1. a timestamped index of your video recording,
    2. a detailed multimodal transcript of a particularly important segment, and
    3. a short analysis of the organization of action in that segment, using concepts from class.

    Together, these components allow you to slow activity down, make its structure visible, and begin to articulate how cognition emerges through coordinated action involving people, bodies, tools, and environments.

    SEE CANVAS FOR AN EXAMPLE INDEX, TRANSCRIPT AND ANALYSIS

    LEARNING OBJECTIVES

    1. Practice transforming video recordings into structured data for analysis data.
    2. Learn to identify analytically significant moments within extended activity.
    3. Represent action across multiple modalities (e.g., talk, gesture, gaze, posture, object use).
    4. Analyze how actions are organized in time and space to accomplish cognitive work using course concepts , and ground analytic claims explicitly in observable data.

    DELIVERABLE

    Use the to submit one PDF document that includes all three components:

    1. Video Index (minimum 10 minutes of indexed video)
    2. Multimodal Transcript ( 30 seconds of activity)
    3. Organization of Action Analysis (short analytic text)

    INSTRUCTIONS

    PART 1: CREATE A TIMESTAMPED VIDEO INDEX

    The purpose of the index is to make the overall structure of the activity visible and navigable.

    • Review your full video recording multiple times.
    • Select at least 10 minutes of the recording to index.
    • Create a tabular index that includes timestamps (minutes:seconds) and identifies meaningful events, phases, or shifts in activity and is detailed enough that a reader could understand the flow of the activity without watching the video.

    Be thoughtful about the level of granularity! The index should neither be so coarse that important structure disappears, nor so fine-grained that it becomes unreadable. FORMAT: You may wish to create your index in a spreadsheet or table, and copy this into the lab report template.

    PART 2: MULTIMODAL TRANSCRIPT

    The purpose of the multimodal transcript is to represent a short segment of activity in fine-grained detail, across multiple modalities. You should choose to transcribe a segment of your recorded activity that will serve as a rich example for more detailed analysislike those discussed in the papers weve read in class, and reinforced in lecture.

    1. From your indexed section, choose approximately 30 seconds of activity that is interactionally rich, analytically promising, and central to the cognitive work of the activity.
    2. Create multimodal transcript that includes
      1. timestamps,
      2. description of relevant activity
      3. some representation of relevant semiotic fields


    You have a great degree of flexibility in both what you choose to represent, and how you choose to represent it. You should represent information about at least (3) semiotic fields, one of which being the content of any speech (utterances) made by participants. Use the example transcript examples in the papers weve read (especially those discussed in lecture) to inspire how you choose to represent your transcript on the page. You are welcome to use a combination of diagrams, icons and/or annotated screenshots. You may want to construct your transcript in a spreadsheet, or even graphic layout software like Figmaand then copy/paste the final result into the lab report

    1. You are encouraged to use Jeffersonian notation to encode features of the participants speech that are relevant to your analysis such as pacing, intonation, stress or emphasis on particular syllables. (see example on Canvas and also )
    2. Be sure to choose semiotic fields strategically. You do not need to encode everything you seefocus on what matters for your analysis of how the activity works. Consider focusing on the flow of information in the activity, and the spatial and temporal organization of semiotic resources.

    PART 3: ANALYZE THE ORGANIZATION OF THE ACTIVITY

    Using your multimodal transcript as data, write a short analysis (250-500 words) that examines how action is organized in the selected segment. Your analysis should address questions such as:

    1. What is the activity? (e.g. consider levels of activity from the Lave 1984)
    2. What is the environment? (e.g. consider discussions of setting from the Lave 1984)
    3. How are actions sequenced and coordinated over time? (e.g. consider semiotic fields and changes in epistemic stance)
    4. How are bodies, talk, tools, and environmental resources organized in relation to one another?
    5. What roles do different modalities play in perception, action, and meaning-making?
    6. How does this organization contribute to the cognitive work being accomplished?

    Use specific evidence from your transcript (e.g. timestamps, rows, images) to support your claims. As in earlier labs, resist the temptation to explain the activity solely in terms of what participants are thinking. Instead, focus on how cognition becomes visible through interaction and coordination in the world.

    GRADING RUBRIC

    CRITERIA

    PT

    Video Index
    Index covers at least 10 minutes of video, includes clear timestamps, and identifies meaningful events or phases of activity. The level of detail makes the sequence and organization of the activity understandable without watching the video.

    3

    Multimodal transcript
    Transcript captures ~30 seconds of activity in fine-grained detail. Describes relevant semiotic fields / modalities (e.g., talk, gaze, gesture, body orientation, object use) are selected thoughtfully and represented clearly using sketches, diagrams, tables, timestamps, video stills, etc. Uses aspects of Jeffersonian notation.

    4

    Analysis

    Analysis demonstrates an understanding of how action is organized over time and across modalities. Claims are grounded in specific transcript evidence (e.g., timestamps, transcript rows, stills) and focus on coordination rather than internal mental states. Appropriately references at least (3) concepts from class, with appropriate APA style references

    3

    TOTAL

    10

    USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES

    The purpose of this assignment is to tune your ability to notice, observe, reflect, describe and analyze a cognitive activity. We recognize that writing is hard. However, writing is in and of itself an act of thinking. This is a situation in which it is not beneficial for your current learning or future research performance to offload the composition of writing onto an AI-based tool.

    • FOR WRITING: You are not permitted to use generative AI systems (such as ChatGPT, Claude, and other synthetic text generating tools) in writing your lab report.
    • You are permitted to use built-in grammar-correction based tools that are available in Google Docs.
    • FOR TRANSCRIPTION: You are not permitted to use AI-based or any other automated transcription services. In fact, the time and challenge associated with creating the transcript by hand is fundamental to developing and understanding of the activity you are analyzing.

    Requirements: 500

  • Case Studies Question

    LAB 3B: MULTIMODAL TRANSCRIPT

    (GROUP Submission) READ ALL INSTRUCTIONS CAREFULLY BEFORE YOU BEGIN
    Submit on CanvasGradescope |

    In Lab 3B, you will return to the video you recorded in Lab 3A and begin working with it as data. The goal of this lab is to move from raw video to structured representations and then to a grounded analysis of how action is organized over time. This lab has three closely connected components:

    1. a timestamped index of your video recording,
    2. a detailed multimodal transcript of a particularly important segment, and
    3. a short analysis of the organization of action in that segment, using concepts from class.

    Together, these components allow you to slow activity down, make its structure visible, and begin to articulate how cognition emerges through coordinated action involving people, bodies, tools, and environments.

    SEE CANVAS FOR AN EXAMPLE INDEX, TRANSCRIPT AND ANALYSIS

    LEARNING OBJECTIVES

    1. Practice transforming video recordings into structured data for analysis data.
    2. Learn to identify analytically significant moments within extended activity.
    3. Represent action across multiple modalities (e.g., talk, gesture, gaze, posture, object use).
    4. Analyze how actions are organized in time and space to accomplish cognitive work using course concepts , and ground analytic claims explicitly in observable data.

    DELIVERABLE

    Use the to submit one PDF document that includes all three components:

    1. Video Index (minimum 10 minutes of indexed video)
    2. Multimodal Transcript ( 30 seconds of activity)
    3. Organization of Action Analysis (short analytic text)

    INSTRUCTIONS

    PART 1: CREATE A TIMESTAMPED VIDEO INDEX

    The purpose of the index is to make the overall structure of the activity visible and navigable.

    • Review your full video recording multiple times.
    • Select at least 10 minutes of the recording to index.
    • Create a tabular index that includes timestamps (minutes:seconds) and identifies meaningful events, phases, or shifts in activity and is detailed enough that a reader could understand the flow of the activity without watching the video.

    Be thoughtful about the level of granularity! The index should neither be so coarse that important structure disappears, nor so fine-grained that it becomes unreadable. FORMAT: You may wish to create your index in a spreadsheet or table, and copy this into the lab report template.

    PART 2: MULTIMODAL TRANSCRIPT

    The purpose of the multimodal transcript is to represent a short segment of activity in fine-grained detail, across multiple modalities. You should choose to transcribe a segment of your recorded activity that will serve as a rich example for more detailed analysislike those discussed in the papers weve read in class, and reinforced in lecture.

    1. From your indexed section, choose approximately 30 seconds of activity that is interactionally rich, analytically promising, and central to the cognitive work of the activity.
    2. Create multimodal transcript that includes
      1. timestamps,
      2. description of relevant activity
      3. some representation of relevant semiotic fields


    You have a great degree of flexibility in both what you choose to represent, and how you choose to represent it. You should represent information about at least (3) semiotic fields, one of which being the content of any speech (utterances) made by participants. Use the example transcript examples in the papers weve read (especially those discussed in lecture) to inspire how you choose to represent your transcript on the page. You are welcome to use a combination of diagrams, icons and/or annotated screenshots. You may want to construct your transcript in a spreadsheet, or even graphic layout software like Figmaand then copy/paste the final result into the lab report

    1. You are encouraged to use Jeffersonian notation to encode features of the participants speech that are relevant to your analysis such as pacing, intonation, stress or emphasis on particular syllables. (see example on Canvas and also )
    2. Be sure to choose semiotic fields strategically. You do not need to encode everything you seefocus on what matters for your analysis of how the activity works. Consider focusing on the flow of information in the activity, and the spatial and temporal organization of semiotic resources.

    PART 3: ANALYZE THE ORGANIZATION OF THE ACTIVITY

    Using your multimodal transcript as data, write a short analysis (250-500 words) that examines how action is organized in the selected segment. Your analysis should address questions such as:

    1. What is the activity? (e.g. consider levels of activity from the Lave 1984)
    2. What is the environment? (e.g. consider discussions of setting from the Lave 1984)
    3. How are actions sequenced and coordinated over time? (e.g. consider semiotic fields and changes in epistemic stance)
    4. How are bodies, talk, tools, and environmental resources organized in relation to one another?
    5. What roles do different modalities play in perception, action, and meaning-making?
    6. How does this organization contribute to the cognitive work being accomplished?

    Use specific evidence from your transcript (e.g. timestamps, rows, images) to support your claims. As in earlier labs, resist the temptation to explain the activity solely in terms of what participants are thinking. Instead, focus on how cognition becomes visible through interaction and coordination in the world.

    GRADING RUBRIC

    CRITERIA

    PT

    Video Index
    Index covers at least 10 minutes of video, includes clear timestamps, and identifies meaningful events or phases of activity. The level of detail makes the sequence and organization of the activity understandable without watching the video.

    3

    Multimodal transcript
    Transcript captures ~30 seconds of activity in fine-grained detail. Describes relevant semiotic fields / modalities (e.g., talk, gaze, gesture, body orientation, object use) are selected thoughtfully and represented clearly using sketches, diagrams, tables, timestamps, video stills, etc. Uses aspects of Jeffersonian notation.

    4

    Analysis

    Analysis demonstrates an understanding of how action is organized over time and across modalities. Claims are grounded in specific transcript evidence (e.g., timestamps, transcript rows, stills) and focus on coordination rather than internal mental states. Appropriately references at least (3) concepts from class, with appropriate APA style references

    3

    TOTAL

    10

    USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES

    The purpose of this assignment is to tune your ability to notice, observe, reflect, describe and analyze a cognitive activity. We recognize that writing is hard. However, writing is in and of itself an act of thinking. This is a situation in which it is not beneficial for your current learning or future research performance to offload the composition of writing onto an AI-based tool.

    • FOR WRITING: You are not permitted to use generative AI systems (such as ChatGPT, Claude, and other synthetic text generating tools) in writing your lab report.
    • You are permitted to use built-in grammar-correction based tools that are available in Google Docs.
    • FOR TRANSCRIPTION: You are not permitted to use AI-based or any other automated transcription services. In fact, the time and challenge associated with creating the transcript by hand is fundamental to developing and understanding of the activity you are analyzing.

    Requirements: 500

  • Organizational communication and cultural integration in hea…

    Write a 710 page analysis paper about the Riverbend scenario (the 7-10 pages does not include the title page and reference page). Focus on applying Senges core disciplines, organizational disabilities, systems archetypes, and systems maps to events in the scenario. Include critical thinking questions for stakeholders and recommendations for the CEO based on this analysis. This assessment provides an opportunity for you to gain insight into organizational changes. Senge’s core disciplines, organizational disabilities, systems archetypes, and systems maps can be applied in the Riverbend case study. Through your analysis of the events and stakeholders in the case, you will be able to advance your understanding of key course concepts as they appear in authentic organizational contexts. The case will prompt you to interpret events from various viewpoints and to identify crucial decision points in the case. The Situation Ongoing communication problems between the Hmong community and Riverbend City Medical Center (RCMC) were negatively affected by the train derailmentespecially through the altercation with the Vang family. An embarrassing article about the altercation in the Free Press prompts hospital CEO Eugene Pittman to investigate options to implement change, including researching a successful Merced, California, program. In Merced, the medical community has been teaching principles of Western medicine to Hmong shamans (traditional spiritual healers). The shamans act as a bridge between medical professionals and the Hmong community. When consulting with Hmong patients, the shamans instruct the patients in Western medicine and also perform traditional rituals. Considerations It is important for leaders to consider the cultural norms and needs of the people they serve. It also sometimes becomes necessary to consider ideas that may seem unorthodox. As you read about the strategies being considered by RCMC leadership, consider the degree to which you feel the Merced program will be effective. What other steps should the hospital CEO take to address the current situation? How might a systems thinking approach be helpful? Website for guidelines for writing a case study analysis: https://westcoastuniversity.edu/online-student-resources/research-and-writing/writing-a-case-study-analysis Write an 710 page analysis paper about the Riverbend scenario. Focus on applying Senges core disciplines, organizational disabilities, systems archetypes, and a systems map to events in the scenario. Include critical thinking questions for stakeholders and recommendations for the CEO based on this analysis. Synopsis of the Case Study Introduce the case. Provide a synopsis of the case study, focusing on how communication problems and cultural misunderstandings created conflict in the organization. A Systems Lens – The Four Core Disciplines Apply the four core disciplines to the case. Using the lens of Senge’s four core disciplines (personal mastery, mental models, team learning, and shared vision), analyze the extent to which each discipline reveals organizational dynamics and contributes to organizational learning or to the organizations problems. How could application of the four disciplines support a systems thinking approach that would have a beneficial impact on the organization? A Systems Lens – Organizational Disabilities and systems Archetypes Apply a systems lens to the case. Analyze Senges organizational disabilities and systems archetypes present in the case. Identify at least one organizational disability that contributes to the current organizational conflict. Explain at least one example of a systems archetype that can be seen in the case. Include a systems map of this archetype as part of your explanation. Practical Recommendations Provide a set of specific and practical recommendations about how the CEO should proceed in a way that furthers the goals of supporting increased cultural understanding among Riverbend staff and the Hmong community. APA Format

  • Nursing Question

    Purpose

    This project is an in-depth investigation of a health condition. It will allow for the expansion of knowledge and the ability to generalize larger concepts to a variety of health conditions.

    Course outcomes: This assignment enables the student to meet the following course outcomes.

    1. Explain the pathophysiologic processes of select health conditions.

    2. Predict clinical manifestations and complications of select disease processes.

    3. Correlate lifestyle, environmental, and other influences with changes in levels of wellness.

    Requirements: 2-3 pages

  • Hw2 decisiin

    I have three questions in Decision making subject need to solve it in Solver tool by Excel

    the three questions are attached, so I want all steps to solve and screenshot for all steps.

    Requirements: 3 answers

  • Touchstone 1.2: Summarize and Respond to Research

    What You Will Learn: In this Touchstone, you will practice your critical reading skills by summarizing and responding to the source you found in Touchstone 1.1. You will deepen your ability to engage with scholarly or credible information, build your analytical thinking, and prepare for future academic writing (including your final paper for this course).

    Why It Matters: Learning to carefully summarize and thoughtfully respond to sources is critical for academic and real-world success. Whether you’re supporting a business plan, drafting a research paper, or making personal decisions, being able to accurately understand and critically evaluate information helps you communicate more effectively and make stronger arguments.

    What You Will Hand In: A 23-page paper that provides a detailed summary of the source’s argument. You’ll also respond to that argument with your own thoughts based on the source, including examples from the source (quotes or paraphrases of specific lines). See Step 2 for more details.

    Keys to Success:

    • Develop and submit your own original work.
    • Read your source a few times and take notes using the SQ3R strategy you learned.
    • Summarize the key arguments of the source.
    • Provide your analysis and reflections based on the source.

    Helpful Links:

    Instructions

    Step 1: Read and Process Your Source

    Your source should offer clear, trustworthy information that helps you understand your topic more deeply. Using SQ3R helps you stay engaged, remember more, and prepare for future assignments where youll build on your research. To read your source critically and effectively, use the SQ3R method, which stands for:

    • Survey: Skim the source to get a general idea of its structure and content. Look at headings, subheadings, visuals, and the introduction and conclusion.
    • Question: Turn headings and key points into questions. What do you want to learn? What does the title make you curious about?
    • Read: Read the source carefully to find answers to your questions. Take notes as you go.
    • Recite: Summarize key points in your own words. Try saying them out loud or jotting them down without looking back.
    • Review: Revisit your notes and the source. What were the most important ideas? How do they help you understand your topic?

    You should also review the tutorials that introduce how to think about and understand what you read: , , , .

    Step 2: Write a Summary and Response of the Article (23 pages)

    Your essay should include three parts:

    • Summary: What is the authors main point? What question(s) are the author(s) trying to answer, and what are their findings? What is the central argument? What kind of evidence supports their claims? Is there a place where you noted a strong argument or one that could be better developed?
    • Analysis: Write a short analysis of the article. Is the argument well-reasoned and supported by evidence? Do you notice any biases or assumptions? What is your response to the ideas in the article? You can agree, disagree, extend, or question ideas in the source.
    • Usefulness: Evaluate how well the source would support a student research project. How can this source contribute to a future essay that you might write? Do you have further questions, including ones for future research? How might it come in handy to back up a claim (or address a counterclaim)?

    Step 3: Review and Submit

    • Review the rubric to confirm that you have met all the requirements of the Touchstone. Once you are happy with it, you can submit it as a Microsoft Word (.doc or .docx) file. Your submission must include your name, the name of the course, the date, and the title of your assignment.

    Rubric Advanced (100%)Proficient (85%)Acceptable (75%)Needs Improvement (50%)Non-Performance (0%)Summary of the Source

    Clearly and accurately summarizes the sources main argument, purpose, and supporting points. (20%)

    Provides a concise and accurate summary of the sources main argument and key points, including authors purpose, evidence, and conclusions.Summary has only minor omissions or unclear areas.Summary is present but lacks clarity or detail; some key ideas are missed or misrepresented.Summary is vague or inaccurate, missing multiple key ideas or points.No summary is provided, or summary is entirely inaccurate.Analysis of the Source

    Critically evaluates the articles reasoning, evidence, and assumptions. (20%)

    Provides a thoughtful, well-supported analysis of the articles logic, evidence, and potential biases. Demonstrates strong critical thinking.Analysis addresses key points and assumptions.Analysis shows an attempt to engage critically but is vague, overly general, or lacks support.Analysis is minimal or mostly a summary.No analysis is provided, or analysis is unrelated to the article.Usefulness of the Source

    Evaluates how the source might be used in a future essay or research context. (10%)

    Provides a well-reasoned and specific evaluation of how the source could support a research project, including how it could be cited or used to address a counterargument.Explains how the source is useful, with mostly clear reasoning and appropriate examples.Offers a general statement of usefulness but lacks specificity or clear application to research.Mentions usefulness in vague or unsupported terms; lacks explanation.No evaluation of usefulness is provided.Response to the Source

    Engages with the articles ideas and reflects on their meaning. (15%)

    Responds to the article by extending, challenging, or questioning its ideas, with well-supported reasoning.Responds to the article, offering a clear stance or reaction.Provides a response without engaging with the article’s ideas or reflecting on their meaning.Response is minimal or largely summary, with little original thought.No response is provided, or response is unrelated to the source.Structure and Organization

    Essay is clearly organized with effective transitions and paragraphing. (10%)

    Well-organized; introduction includes clear thesis, body paragraphs follow logical progression, and conclusion effectively summarizes.Organized overall, with clear introduction, body, and conclusion; some transitions may be weak.Basic organization present, but transitions are lacking, or structure is difficult to follow.Poorly organized or confusing; lacks clear structure.No discernible organization or structure.Style

    Establishes a consistent, informative tone and makes thoughtful stylistic choices. (10%)

    Demonstrates thoughtful and effective word choices, avoids redundancy and imprecise language, and uses a wide variety of sentence structures.Demonstrates effective word choices, primarily avoids redundancy and imprecise language, and uses a variety of sentence structures.Demonstrates generally effective style choices but may include occasional redundancies, imprecise language, poor word choices, and/or repetitive sentence structures.Frequently includes poor word choices, redundancies, imprecise language, and/or repetitive sentence structures.Consistently demonstrates poor word choices, redundancies, imprecise language, and/or repetitive sentence structures.Conventions and Proofreading

    Demonstrates command of standard English grammar, punctuation, spelling, capitalization, and usage. (10%)

    There are few, if any, negligible errors in grammar, punctuation, spelling, capitalization, formatting, and usage.There are occasional minor errors in grammar, punctuation, spelling, capitalization, formatting, and usage.There are some significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage.There are frequent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage.There are consistent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage.APA Citation

    Includes correct APA in-text and reference citations for the source. (5%)

    Accurate APA in-text and reference citations included with no formatting errors.Citation is mostly correct; only minor formatting issues present.Citation is present but includes several errors in content or format.Citation is incomplete or severely flawed.No citation provided, or citation is not in APA format.

  • art history

    Yesterday and Today in the Visual Arts

    Think about these early 20th C periods in the development of modern art…How are they alike or dislike our social and creative time period today in technique or content? Respond with 180 words no plagiarism, no a i. no chat bots. original response please

    Requirements: art history

  • Locating and Appraising Research

    This is an assignment called Locating and Appraising Research. Please follow the full guidlines of the template and the rubric. It needs to be in APA 7th edition. There needs to be at least 3 peer reviewed articles. There also needs to be an interview of either a librarian or nursing scholar.

    Attached Files (PDF/DOCX): Locating and Appraising Research (Week 7) Template.docx, Guidelines for a Research Topic.docx, BSN 435 Locating and Appraising Research.pdf

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