...Level | Midterm Presentation | Final Presentation | Presentation Criteria | 12 | 10% | 15% | English Conversation II Fall 2012-2 = Level 3 * Midterm Presentation will cover Units: 1, 2, 4, or 7 * Final Presentation will cover Units: 3, 9 ,11, 8, or 12 | | Drama or Video5 -10 minutes(Groups of 3-4) | Minimum 5 minutes presentation (Groups of 3-4) | | * 3 * 4 | Drama or Video5 -10 minutes(Groups of 3-4) | Minimum 15 minutes presentation (Groups of 3-4) | | | | | | Presentation Implementation Criteria (Level – based) The following is an outline of the how the Presentations are expected to be conducted depending on the LEVEL. *Credit Course - English Conversation I &II: Begins at Level 3 & 4* (Fall 2012-2 starts Level 3 & 4) Midterm Presentation Grading /Rubric Criteria * Students can use these criteria to help in preparing and organizing their groups’ presentation. * Students are strongly encouraged to follow and fulfill each of the rubric criteria to help them get the best grade on their presentations. | Oral Presentation | Language | Preparedness / Length | Technology / Props / Costumes | Originality / Creativity | | 0 | Cannot communicate ideas. No projection. No preparation. | Language usage is mostly inappropriate | Members are not prepared in advance. | Students have made no effort to use props/costumes/technology to make their presentation more understandable and enjoyable. | Presentation is a rehash of other...
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...Rubric for Presentations | Scaled Score: | F(0) | D(1) | C(2) | C+(3) | B(4) | A(5) | | | Weights | Unacceptable | V. Poor | Poor | Average | Good | Excellent | Weighted Score | Coherence and Organization | 15% | Audience cannot understand presentation because there is no logical flow of ideas. | Audience has difficulty following presentation because student jumps around. | Student presents information in a poor logical sequence which audience cannot follow | Student presents information in logical, interesting sequence which audience can follow. | Student presents information in logical sequence which audience can follow. | Student presents information in logical, interesting sequence which audience can follow. | | Subject Knowledge | 40% | Student does not have grasp of information; student cannot answer questions about subject | Student is uncomfortable with information and is able to answer only rudimentary questions | Student answers the questions poorly and fails to elaborate | Student demonstrates adequate knowledge by answering some class questions with explanations and elaboration. | Student is at ease with expected answers to all questions, but fails to elaborate. | Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. | | Quality of Content and Visuals | 15% | Student's presentation has many spelling errors and/or grammatical errors. Student does not use graphics | Presentation has some...
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...Part 4: Class Presentation (100 points/20% of the final grade) Due Date: First day of Week 8 Our last week of class will turn the spotlight on you! Essentially, YOU become the teachers. Based on the research you have done on your individual topics, you are to present your findings to the class in a well-crafted original presentation. Your presentation should cover the components listed in the rubric below. Your presentation is due the first day of week 8 so that the class has time to review your work. The presentation Your presentation can take any form you choose that is conducive to an online format. This includes narrated slide shows (e.g. Powerpoint, Prezi, Knovio), podcasts or audio recordings, written materials (e.g. brochures, pamphlets, research posters, etc.), YouTube videos, etc. Your presentation should contain about 10-15 minutes of content. Use the rubric presented below to structure your work. Be sure to touch upon each required component to earn as many points as you can. Discussion questions In addition to your presentation, you will post a discussion question about your topic for your classmates. Your question should be open-ended and thought-provoking to ensure a rich discussion. Throughout the week, each student should monitor the comments generated by his/her discussion question and respond to the comments accordingly. The Week 8 discussion participation score requires you to post a response to the discussion questions for at least fiveclass...
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...flow, subflow and alternative flow in use case descriptions. | Comprehensive provision of the required - overview use case; - detail use case diagrams with scenarios (where applicable: generalization, extends, includes);- use case descriptions for each use case / scenario and no mistake in logic and notation and appropriateness. | | | | | | | ACTIVITY DIAGRAMWITH DESCRIPTION(10%) | The business-level activity diagram(s) is without swimlanes and not logical in an overall cases. | The business-level activity diagram(s) is without swimlanes and logical partially. | The business-level activity diagram(s) provided are complete, with swimlanes, logical and with no major errors. | With labelling, with swimlanes, and no mistake in logic and notation. | With very good and meaningful labelling, with swimlanes, no mistake in logic and notation, and according to guidelines. | | | | | | | CLASS DIAGRAM (10%) | Class diagram without attributes and associations. Both are incomplete and illogical. | Class...
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...Presentation Rubric Group Name: ________________________________ Criteria | Unacceptable (3) | Acceptable (6) | Exceptional (10) | Score | Content and Citations | Does not meet research requirements.Does not use appropriate analysis.Insufficient use of evidence to support key points. Lacks appropriate source citations. | Fulfills research assignment. Reasonable analysis.Adequate use of specifics and evidence. Sources cited appropriately. | Research goes beyond minimum requirements. Strong analysis with excellent details. Uses multiple forms of evidence to support key points. Sources cited appropriately | 9 | Introduction and Conclusion | No clear introduction. Missing conclusion or not tied to analysis. Does not summarize points that brought the speaker to this conclusion. | Has a clear. Introduction. Adequate conclusion and summarizes the main points of the presentations. Conclusions drawn based on summarized points. | Has an effective introduction. Goes beyond "average" in delivering a conclusion that is very well documented and persuasive. | 10 | Verbal Quality and Pace of Presentation | Speaks too fast or too slow. Halting, uneven pace. Giggling or other inappropriate vocal behaviors interfere with the message. Speaks in a monotone voice. Complete lack of enthusiasm. | Articulation, volume, pace, and pronunciation are acceptable. Slightly monotone. Somewhat lacking in enthusiasm and assertiveness. | Fluid, natural delivery. Enthusiastic and assertive....
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...inaccurate andinformation is not presented in a logical order, making it difficult to follow. | | SlideCreation | Presentation flows well and logically. Presentation reflects extensive use of tools in a creative way.Correct number of slides. | Presentation flows well. Tools used correctly.Correct number of slides. Overall presentation isinteresting | Presentation flows well. Some tools used to showAcceptable understanding. Correct number of slides. | Presentation is unorganized. Tools are not used in a relevantmanner. Lacking in number of slides. | Presentation has no flow. No tools used.Insufficient number of slides. | | SlideTransitions | Transitions are smooth and interesting.Transitions enhance the presentation. | Smooth transitions areused on most slides. | Smooth transitions areused on some slides. | Very few transitions areused and/or they distract from the presentation. | No transitions used. | | Pictures,Clip Art &Background | Images are appropriate.Layout of images is pleasing to the eye. | Images are appropriate.Layout is cluttered. | Most images are appropriate. | Images are inappropriate. | No images. | | Mechanics | No spelling errors. No grammar errors.Text is in authors' own words. | Few spelling errors. Few grammar errors.Text is in authors' own words. | Some spelling errors. Some grammar errors.Text is in authors' own words. | Some spelling errors. Some grammar errors.Most of text...
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...783 | .000 | Error | 314.000 | 27 | 11.630 | | | Total | 3074.000 | 30 | | | | Corrected Total | 820.667 | 29 | | | | a. R Squared = .617 (Adjusted R Squared = .589) | A one way ANOVA revealed F(2,27) = 21.783, p<0.05. The results are significant. A post-hoc test shows that all comparisons were significant. This suggests that all treatments are significant with autism outcomes. Tests of Between-Subjects Effects | Dependent Variable: Score | Source | Type III Sum of Squares | df | Mean Square | F | Sig. | Corrected Model | 512.333a | 5 | 102.467 | 26.274 | .000 | Intercept | 6161.067 | 1 | 6161.067 | 1579.761 | .000 | Presentation | 468.133 | 2 | 234.067 | 60.017 | .000 | Sex | 5.400 | 1 | 5.400 | 1.385 | .244 | Presentation * Sex | 38.800 | 2 | 19.400 | 4.974 | .010 | Error | 210.600 | 54 | 3.900 | | | Total | 6884.000 | 60 | | | | Corrected Total | 722.933 | 59 | | | | a. R Squared = .709 (Adjusted R Squared = .682) | A 2 way ANOVA shows that: F(2,54) =60.017, p<0.05. This shows the impact of presentation is significant on the years of imprisonment. F(1,54) = 1.385, p> 0.05. This shows the impact of sex is not significant on the years of imprisonment. F(2,54) = 4.974, p<0.05 This shows the interaction between presentation and sex is significant. Multiple Comparisons | Dependent Variable: Score Tukey HSD | (I) Presentation | (J) Presentation | Mean Difference (I-J) | Std. Error | Sig. | 95% Confidence...
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...Topic Title:__Relection on media__________________________________ Group Members: ______Dorji___________________________________________________________ |Criterion |Standard | |Responsiveness to Topic |20 – clearly addresses the topic and responds effectively to all aspects of the assignment; | | |18 – clearly address the topic, but may respond to some aspects of the assignment more effectively than others | |Score / 20 |16 – addresses the topic, but may slight some aspects of the topic | | |14 – indicates confusion about the topic or neglects important aspects of the assignment | | |12 – suggests an inability to comprehend the assignment or to respond meaningfully to the topic | | |20 – explores the issues showing...
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...ALABAMA STATE UNIVERSITY COLLEGE OF EDUCATION SYLLABUS FOR RESEARCH METHODS IN PHYSICAL EDUCATION COURSE NUMBER: PED 506 CATALOG DESCRIPTION: Consistent with the College of Education Conceptual Framework, Part IV: Outcomes Context, this course is designed to provide graduate candidates with a knowledge base for scientific investigation. The course includes an overview of the methods and tools of research. Emphasis is on the planning and development of a research proposal. The research proposal will be appropriate for future use in the implementation of the thesis required in selected advanced level graduate programs. TEXTBOOK: Thomas, J. and Nelson, J. (2001). Research Methods in Physical Activity, 4th ed. Champaign: Human Kinetics Books. CREDIT HOURS: 03 INSTRUCTOR: Pat Floyd TELEPHONE: 334-229-4522 OFFICE: JRA 243 OFFICE HOURS: TBA ATTENDANCE POLICY: See University Policy Prepared by: Dr. Pat Floyd, Ph.D. Date: 9/05 Approved by: ___________________________ Date: ____________ Department Chair Approved by: ___________________________ Date: ____________ Dean NOTE: Any candidate requiring alternative formats for testing and/or handouts for this course, or other types of accommodations due to a disabling condition, should advise the instructor within the first week of classes. PURPOSE Consistent with the College of Education Conceptual Framework, Part IV: Outcomes Context...
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...NRS 451 Assignment Presentation Organizational culture Click Link Below To Buy: http://hwcampus.com/shop/nrs-451-assignment-presentation-organizational-culture/ Prepare a 10-minute presentation (10-15 slides, not including title or reference slide) on organizational culture and values. Describe how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes. Discuss how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem solving. Identify a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align. Describe the impact this had on nurse engagement and patient outcomes. While APA style format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. Organizational Values Presentation (Benchmark Assessment) 80.0 %Content ...
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...NRS 451 Assignment Presentation Organizational culture Click Link Below To Buy: http://hwcampus.com/shop/nrs-451-assignment-presentation-organizational-culture/ Prepare a 10-minute presentation (10-15 slides, not including title or reference slide) on organizational culture and values. Describe how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes. Discuss how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem solving. Identify a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align. Describe the impact this had on nurse engagement and patient outcomes. While APA style format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. Organizational Values Presentation (Benchmark Assessment) 80.0 %Content ...
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...scholarly journal article (from EBSCOHOST or other scholarly database) - reliable internet source. Use the APA style of documentation (see text) to write a 3 - 4 page paper. Include an introduction, thesis statement, body (that includes background information and at least 3 points of discussion), a conclusion, and a reference page. The reference page is not included in the length. You will also complete a 5 minute presentation to the class based on your research. Refer to Considerations for Effective Presentations. Use peer editing as part of your writing process. That is, when you have a draft completed, ask at least one peer to provide feedback using the peer editing rubric. Be mindful of the peer’s schedule and value their time. Do not wait until the last minute to ask for feedback. Use the feedback to help revise your essay. Submit essay (attach peer editing sheet, drafts or notes, and marking rubric) 45 marks (Note: 10 of the 45 marks will be allocated to your APA-style reference list and in-text citations.) Presentation 4-5 minutes, plus any questions 5 marks...
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...without drawing unnecessary attention to itself. Graphic design may be utilized to support its usability. The design process must balance technical functionality and visual elements (e.g., mental model) to create a system that is not only operational but also usable and adaptable to changing user needs. OBJECTIVES: The main objectives of user interface design are: * To suggest some general design principles for user interface design * To explain different interaction styles and their use * To explain when to use graphical and textual information presentation * To explain the principal activities in the user interface design process (interaction activities) * To introduce usability attributes and approaches to system evaluation USER INTERFACE: * System users often judge a system by its interface rather than its functionality * A poorly designed interface can cause a user to make catastrophic errors * Poor user interface design is the reason why so many software systems are never used * Most users of business systems interact with these systems through graphical user interfaces (GUIs) * In some cases, legacy text-based interfaces are still used UI DESIGN PRINCIPLES: UI design must take account of the needs, experience and capabilities of the system users. Designers should be aware of people’s physical and mental limitations (e.g. limited...
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... Five common errors and support to solving them: * Editing and placing header and footers can be done through; double clicking the top or bottom of the page and clicking on ‘Insert’ tab. Clicking on either Header or Footer will give you preset templates to give you a quick setup to fill in with the information you would like to insert. If you are creating a document for a business letter, you can be saved as a template for future use and quicker access. This can be done through ‘Quick Parts’, choosing ‘Field’ and adding exactly what you desire your document to look like and highlight you header by clicking to the left of the margin. Click on ‘Header’ again in the group box and ‘Save Selection to Quick Parts Gallery…’ to save this format for easy retrieval later. * Templates can be a timesaver when sending or printing many reports at different times. This can be done with opening a new Word document. Much like setting up your headers and footers, you can create a whole document predesigned and ready to go with only a few areas needing to be filled in. * Inserting pictures is to simply click on the “Insert” tab and choose from ‘Illustrations’ group. Place holders will give you the option of where to set the picture / graph and right clicking on the picture will open a drop down menu. Choosing ‘Wrap Text’ will align the text to your specifications; in line with text, on top, behind, etc. * Losing where the file was stored is a common error. Locating this...
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...UNIVERSITY COLLEGE DUBLIN NATIONAL UNIVERSITY OF IRELAND, DUBLIN Bachelor of Science (Singapore) MANAGING CHANGE (BMGT2001S) STUDY GUIDE BSc19 FT / Singapore Copyright June 2013 1 Authors: Dr. Evelyn Roche and Mr. Mogan Swamy (June, 2013) This manual was prepared for University College Dublin as a comprehensive support for students completing the above mentioned Degree programme. © This publication may not be reproduced, in whole or in part without permission in from University College Dublin. Module Co-ordinators: Evelyn Roche & Mogan Swamy Contact details Tel: 65-3095755 Office: 65-3095755 Email: e.roche1954@gmail.com Email: mogan.swamy@kaplan.com 2 1. TABLE OF CONTENTS PAGE Welcome message 1. INTRODUCTION a. Background details b. Module aims 2. MODULE OUTLINE a. Module learning outcomes b. Themes and topics c. Learning supports 3. MODULE DELIVERY SCHEDULE a. Session arrangements b. Student engagement c. Office hours arrangements 4. ASSESSMENT DETAILS a. Assignments b. Module assessment components i. Assignment 1 – Individual Assignment ii. Assignment 2 - Group Project iii. Assignment 3 – Written Examination 4 5 6 10 13 5. GRADING a. University grading policy b. Grade descriptors for assessment components 6. CONCLUDING COMMENTS APPENDICES 17 24 25 3 Welcome message Welcome to the Managing Change module. Studying change management is important because factors such as the availability of credit, technological...
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