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emonstrate critical thinking at a higher-level

**files (2)**

– ## week8TLMT353.docx

– ## Assignment3_FinalProjectWeek8-TLMT353D001Winter2026-APEI.pdf

**## week8TLMT353.docx**

1. Select a topic discussed in the the course in which you will demonstrate critical thinking at a higher-level as noted in APUS's Assignment Rubrics for Undergraduate 300-400 level work.

2. Submit your topic along with a brief description to the Instructor via e-mail for approval.

3. The page length requirement for your paper is 6-7 double spaced pages. In addition you need to provide a title page in APA format which includes; the course title and name, paper title, student name, course and date of paper.

4. References will include your text and 3-4 additional sources.

5. Cite your work in accordance with APA guidelines.

NOTE: Your paper will be graded using the Grading Rubric 300-400 level available

**## Assignment3_FinalProjectWeek8-TLMT353D001Winter2026-APEI.pdf**

TLMT Assignment Rubric Undergraduate Level 300-

400
Course: TLMT353 D001 Winter 2026

Criteria Exemplary Accomplished Developing Beginning Criterion Score

Criteria Exemplary Accomplished Developing Beginning Criterion Score

FOCUS/TH

ESIS

/ 2020 points

Student ex-

hibits a defined

and clear un-

derstanding of

the assign-

ment. Thesis is

clearly defined

and well con-

structed to

help guide the

reader

throughout the

assignment.

Student builds

upon the thesis

of the assign-

ment with well

documented

and excep-

tional support-

ing facts, fig-

ures, and/or

statements.

17 points

Establishes a

good

comprehension

of topic and in

the building of

the thesis.

Student

demonstrates

an effective

presentation of

thesis, with

most support

statements

helping to sup-

port the key fo-

cus of

assignment.

15 points

Student ex-

hibits a basic

understanding

of the intended

assignment,

but

the thesis is

not fully

supported

throughout the

assignment.

While thesis

helps to guide

the develop-

ment of the as-

signment, the

reader may

have some dif-

ficulty in

seeing linkages

between

thoughts.

While student

has included a

few supporting

facts and

statements,

this has

limited the

quality of the

assignment.

13 points

Exhibits a lim-

ited

understanding

of the

assignment.

Reader is un-

able to follow

the logic used

for the thesis

and develop-

ment of key

themes.

Introduction of

thesis is not

clearly evident,

and reader

must look

deeper to dis-

cover

the focus of

the writer.

Student’s writ-

ing is weak in

the inclusion of

supporting

facts or

statements.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CONTENT/

SUBJECT

KNOWLED

GE

/ 1616 points

Student

demonstrates

proficient com-

mand of the

subject matter

in the assign-

ment.

Assignment

shows an im-

pressive level

of depth of

student’s abil-

ity to relate

course content

to

practical exam-

ples and appli-

cations.

Student pro-

vides compre-

hensive

analysis of de-

tails, facts, and

concepts in a

logical

sequence.

13.6 points

Student ex-

hibits above

average usage

of subject mat-

ter in assign-

ment. Student

provides above

average ability

in relating

course content

in examples

given. Details

and facts pre-

sented

provide an ade-

quate

presentation of

student’s cur-

rent level of

subject matter

knowledge.

12 points

The assign-

ment reveals

that the stu-

dent has a gen-

eral, funda-

mental

understanding

of the

course mate-

rial. Whereas,

there are areas

of some con-

cerning in the

linkages pro-

vided between

facts and sup-

porting state-

ments. Student

generally ex-

plains

concepts, but

only meets the

minimum re-

quirements in

this area.

10.4 points

Student tries to

explain some

concepts, but

overlooks criti-

cal details.

Assignment ap-

pears vague or

incomplete in

various seg-

ments. Student

presents

concepts in

isolation,

and does not

perceive to

have a logical

sequencing of

ideas.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CRITICAL

THINKING

SKILLS

/ 1616 points

Student

demonstrates a

higher-level of

critical thinking

necessary for

this level

of work.

Learner pro-

vides a strate-

gic approach in

presenting ex-

amples of

problem solv-

ing or critical

thinking,

while drawing

logical

conclusions

which are not

immediately

obvious.

Student pro-

vides well sup-

ported ideas

and

reflection with

a variety of

current and/or

world views

in the assign-

ment. Student

presents a gen-

uine intellec-

tual develop-

ment of

ideas through-

out

assignment.

13.6 points

Student ex-

hibits a good

command of

critical thinking

skills in the

presentation of

material and

supporting

statements.

Assignment

demonstrates

the

student’s

above average

use of relating

concepts by

using a variety

of factors.

Overall, stu-

dent provides

adequate con-

clusions, with 2

or fewer

errors.

12 points

Student takes a

common, con-

ventional ap-

proach in guid-

ing the reader

through vari-

ous linkages

and

connections

presented in

assignment.

However, stu-

dent presents a

limited

perspective on

key

concepts

throughout

assignment.

Student

appears to

have problems

applying infor-

mation in a

problem-solv-

ing manner.

10.4 points

Student

demonstrates

beginning un-

derstanding

of key con-

cepts, but

overlooks criti-

cal details.

Learner is un-

able to apply

information in

a

problem-solv-

ing fashion.

Student

presents con-

fusing state-

ments and

facts in assign-

ment. No evi-

dence or little

semblance of

critical

thinking skills.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

ORGANIZA

TION OF

IDEAS/FOR

MAT

/ 1616 points

Student thor-

oughly

understands

and excels in

explaining all

major points.

An original,

unique, and/or

imaginative ap-

proach to over-

all ideas, con-

cepts, and find-

ings is pre-

sented.

Overall format

of

assignment in-

cludes an ap-

propriate intro-

duction (or

abstract), well-

developed

paragraphs,

and

conclusion.

Finished

assignment

demonstrates

student’s abil-

ity to plan and

organize re-

search in a log-

ical sequence.

Student

uses at least of

5-7

references in

assignment.

13.6 points

Student ex-

plains the

majority of

points and con-

cepts in the

assignment.

Learner

demonstrates a

good skill level

in formatting

and

organizing ma-

terial in assign-

ment. Student

presents an

above average

level of pre-

paredness,

with a few for-

matting errors.

Assignment

contains less

than 5

resources.

12 points

Learner applies

some

points and con-

cepts

incorrectly.

Student uses a

variety of for-

matting styles,

with some in-

consistencies

throughout the

paper.

Assignment

does not have

a

continuous

pattern of logi-

cal sequencing.

Student uses

less than 3

sources or

references.

10.4 points

Assignment re-

veals

formatting er-

rors and a lack

of organization.

Student

presents an

incomplete at-

tempt to pro-

vide linkages or

explanation of

key

terms. The lack

of appropriate

references or

source materi-

als demon-

strates the

student’s need

for

additional help

or

training in this

area.

Student needs

to review and

revise the

assignment.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

WRITING

CONVENTI

ONS

(GRAMMAR

&

MECHANIC

S)

/ 1616 points

Student

demonstrates

an

excellent com-

mand of gram-

mar, as well as

presents re-

search in a

clear and con-

cise writing

style.

Presents a

thorough, ex-

tensive under-

standing of

word usage.

Student

excels in the

election and

development

of a well

planned re-

search assign-

ment.

Assignment is

error-free and

reflects

student’s abil-

ity to prepare a

high-quality

academic

assignment.

13.6 points

Student pro-

vides an

effective dis-

play of good

writing and

grammar.

Assignment re-

flects

student’s abil-

ity to select ap-

propriate word

usage and

present an

above

average pre-

sentation of a

given topic or

issue.

Assignment ap-

pears to be

well written

with no more

than 3-5 er-

rors. Student

provides a final

written prod-

uct that covers

the above-min-

imal

requirements.

12 points

Assignment re-

flects basic

writing and

grammar, but

more than 5

errors. Key

terms and con-

cepts are

somewhat

vague and not

completely ex-

plained by stu-

dent. Student

uses a basic

vocabulary in

assignment.

Student’s writ-

ing ability is av-

erage,

but demon-

strates a basic

understanding

of the subject

matter.

10.4 points

Topics, con-

cepts, and

ideas are not

coherently dis-

cussed or ex-

pressed in as-

signments.

Student’s writ-

ing style is

weak and

needs improve-

ment, along

with numerous

proofreading

errors.

Assignment

lacks clarity,

consistency,

and correct-

ness. Student

needs to re-

view and revise

assignment.

Total / 100

Criteria Exemplary Accomplished Developing Beginning Criterion Score

USE OF

COMPUTER

TECHNOLO

GY/

APPLICATI

ONS

/ 1616 points

Student pro-

vides a high

caliber, format-

ted assign-

ment. Learner

exhibits excel-

lent use of

computer tech-

nology in the

development

of

assignment.

Quality and ap-

propriateness

of stated refer-

ences demon-

strate the

student’s abil-

ity to use tech-

nology to con-

duct applicable

research. Given

assignment in-

cludes

appropriate

word

processing,

spreadsheet

and/or other

computer ap-

plications as

part of the final

product.

13.6 points

Assignment

presents an

above-average

use of format-

ting skills, with

less than 3 er-

rors. Students

has a good

command of

computer ap-

plications to

format infor-

mation and/or

figures in an

appropriate

format.

Student uses at

least two types

of computer

applications to

produce a qual-

ity assignment.

12 points

Student

demonstrates a

basic knowl-

edge of com-

puter applica-

tions.

Appearance of

final

assignment

demonstrates

the student’s

limited ability

to format and

present data.

Resources used

in

assignment are

limited.

Student may

need to obtain

further help in

the use of

computer

applications

and Internet

research.

10.4 points

Student needs

to develop bet-

ter formatting

skills. The stu-

dent may need

to take addi-

tional training

or obtain help

while preparing

an assignment.

Research and

resources pre-

sented

in the assign-

ment are lim-

ited. Student

needs to ex-

pand research

scope. The

number of for-

matting errors

is not

acceptable.

Overall Score

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
0 points minimum

**## Assignment3_FinalProjectWeek8-TLMT353D001Winter2026-APEI.pdf**

TLMT Assignment Rubric Undergraduate Level 300-

400
Course: TLMT353 D001 Winter 2026

Criteria Exemplary Accomplished Developing Beginning Criterion Score

Criteria Exemplary Accomplished Developing Beginning Criterion Score

FOCUS/TH

ESIS

/ 2020 points

Student ex-

hibits a defined

and clear un-

derstanding of

the assign-

ment. Thesis is

clearly defined

and well con-

structed to

help guide the

reader

throughout the

assignment.

Student builds

upon the thesis

of the assign-

ment with well

documented

and excep-

tional support-

ing facts, fig-

ures, and/or

statements.

17 points

Establishes a

good

comprehension

of topic and in

the building of

the thesis.

Student

demonstrates

an effective

presentation of

thesis, with

most support

statements

helping to sup-

port the key fo-

cus of

assignment.

15 points

Student ex-

hibits a basic

understanding

of the intended

assignment,

but

the thesis is

not fully

supported

throughout the

assignment.

While thesis

helps to guide

the develop-

ment of the as-

signment, the

reader may

have some dif-

ficulty in

seeing linkages

between

thoughts.

While student

has included a

few supporting

facts and

statements,

this has

limited the

quality of the

assignment.

13 points

Exhibits a lim-

ited

understanding

of the

assignment.

Reader is un-

able to follow

the logic used

for the thesis

and develop-

ment of key

themes.

Introduction of

thesis is not

clearly evident,

and reader

must look

deeper to dis-

cover

the focus of

the writer.

Student’s writ-

ing is weak in

the inclusion of

supporting

facts or

statements.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CONTENT/

SUBJECT

KNOWLED

GE

/ 1616 points

Student

demonstrates

proficient com-

mand of the

subject matter

in the assign-

ment.

Assignment

shows an im-

pressive level

of depth of

student’s abil-

ity to relate

course content

to

practical exam-

ples and appli-

cations.

Student pro-

vides compre-

hensive

analysis of de-

tails, facts, and

concepts in a

logical

sequence.

13.6 points

Student ex-

hibits above

average usage

of subject mat-

ter in assign-

ment. Student

provides above

average ability

in relating

course content

in examples

given. Details

and facts pre-

sented

provide an ade-

quate

presentation of

student’s cur-

rent level of

subject matter

knowledge.

12 points

The assign-

ment reveals

that the stu-

dent has a gen-

eral, funda-

mental

understanding

of the

course mate-

rial. Whereas,

there are areas

of some con-

cerning in the

linkages pro-

vided between

facts and sup-

porting state-

ments. Student

generally ex-

plains

concepts, but

only meets the

minimum re-

quirements in

this area.

10.4 points

Student tries to

explain some

concepts, but

overlooks criti-

cal details.

Assignment ap-

pears vague or

incomplete in

various seg-

ments. Student

presents

concepts in

isolation,

and does not

perceive to

have a logical

sequencing of

ideas.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CRITICAL

THINKING

SKILLS

/ 1616 points

Student

demonstrates a

higher-level of

critical thinking

necessary for

this level

of work.

Learner pro-

vides a strate-

gic approach in

presenting ex-

amples of

problem solv-

ing or critical

thinking,

while drawing

logical

conclusions

which are not

immediately

obvious.

Student pro-

vides well sup-

ported ideas

and

reflection with

a variety of

current and/or

world views

in the assign-

ment. Student

presents a gen-

uine intellec-

tual develop-

ment of

ideas through-

out

assignment.

13.6 points

Student ex-

hibits a good

command of

critical thinking

skills in the

presentation of

material and

supporting

statements.

Assignment

demonstrates

the

student’s

above average

use of relating

concepts by

using a variety

of factors.

Overall, stu-

dent provides

adequate con-

clusions, with 2

or fewer

errors.

12 points

Student takes a

common, con-

ventional ap-

proach in guid-

ing the reader

through vari-

ous linkages

and

connections

presented in

assignment.

However, stu-

dent presents a

limited

perspective on

key

concepts

throughout

assignment.

Student

appears to

have problems

applying infor-

mation in a

problem-solv-

ing manner.

10.4 points

Student

demonstrates

beginning un-

derstanding

of key con-

cepts, but

overlooks criti-

cal details.

Learner is un-

able to apply

information in

a

problem-solv-

ing fashion.

Student

presents con-

fusing state-

ments and

facts in assign-

ment. No evi-

dence or little

semblance of

critical

thinking skills.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

ORGANIZA

TION OF

IDEAS/FOR

MAT

/ 1616 points

Student thor-

oughly

understands

and excels in

explaining all

major points.

An original,

unique, and/or

imaginative ap-

proach to over-

all ideas, con-

cepts, and find-

ings is pre-

sented.

Overall format

of

assignment in-

cludes an ap-

propriate intro-

duction (or

abstract), well-

developed

paragraphs,

and

conclusion.

Finished

assignment

demonstrates

student’s abil-

ity to plan and

organize re-

search in a log-

ical sequence.

Student

uses at least of

5-7

references in

assignment.

13.6 points

Student ex-

plains the

majority of

points and con-

cepts in the

assignment.

Learner

demonstrates a

good skill level

in formatting

and

organizing ma-

terial in assign-

ment. Student

presents an

above average

level of pre-

paredness,

with a few for-

matting errors.

Assignment

contains less

than 5

resources.

12 points

Learner applies

some

points and con-

cepts

incorrectly.

Student uses a

variety of for-

matting styles,

with some in-

consistencies

throughout the

paper.

Assignment

does not have

a

continuous

pattern of logi-

cal sequencing.

Student uses

less than 3

sources or

references.

10.4 points

Assignment re-

veals

formatting er-

rors and a lack

of organization.

Student

presents an

incomplete at-

tempt to pro-

vide linkages or

explanation of

key

terms. The lack

of appropriate

references or

source materi-

als demon-

strates the

student’s need

for

additional help

or

training in this

area.

Student needs

to review and

revise the

assignment.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

WRITING

CONVENTI

ONS

(GRAMMAR

&

MECHANIC

S)

/ 1616 points

Student

demonstrates

an

excellent com-

mand of gram-

mar, as well as

presents re-

search in a

clear and con-

cise writing

style.

Presents a

thorough, ex-

tensive under-

standing of

word usage.

Student

excels in the

election and

development

of a well

planned re-

search assign-

ment.

Assignment is

error-free and

reflects

student’s abil-

ity to prepare a

high-quality

academic

assignment.

13.6 points

Student pro-

vides an

effective dis-

play of good

writing and

grammar.

Assignment re-

flects

student’s abil-

ity to select ap-

propriate word

usage and

present an

above

average pre-

sentation of a

given topic or

issue.

Assignment ap-

pears to be

well written

with no more

than 3-5 er-

rors. Student

provides a final

written prod-

uct that covers

the above-min-

imal

requirements.

12 points

Assignment re-

flects basic

writing and

grammar, but

more than 5

errors. Key

terms and con-

cepts are

somewhat

vague and not

completely ex-

plained by stu-

dent. Student

uses a basic

vocabulary in

assignment.

Student’s writ-

ing ability is av-

erage,

but demon-

strates a basic

understanding

of the subject

matter.

10.4 points

Topics, con-

cepts, and

ideas are not

coherently dis-

cussed or ex-

pressed in as-

signments.

Student’s writ-

ing style is

weak and

needs improve-

ment, along

with numerous

proofreading

errors.

Assignment

lacks clarity,

consistency,

and correct-

ness. Student

needs to re-

view and revise

assignment.

Total / 100

Criteria Exemplary Accomplished Developing Beginning Criterion Score

USE OF

COMPUTER

TECHNOLO

GY/

APPLICATI

ONS

/ 1616 points

Student pro-

vides a high

caliber, format-

ted assign-

ment. Learner

exhibits excel-

lent use of

computer tech-

nology in the

development

of

assignment.

Quality and ap-

propriateness

of stated refer-

ences demon-

strate the

student’s abil-

ity to use tech-

nology to con-

duct applicable

research. Given

assignment in-

cludes

appropriate

word

processing,

spreadsheet

and/or other

computer ap-

plications as

part of the final

product.

13.6 points

Assignment

presents an

above-average

use of format-

ting skills, with

less than 3 er-

rors. Students

has a good

command of

computer ap-

plications to

format infor-

mation and/or

figures in an

appropriate

format.

Student uses at

least two types

of computer

applications to

produce a qual-

ity assignment.

12 points

Student

demonstrates a

basic knowl-

edge of com-

puter applica-

tions.

Appearance of

final

assignment

demonstrates

the student’s

limited ability

to format and

present data.

Resources used

in

assignment are

limited.

Student may

need to obtain

further help in

the use of

computer

applications

and Internet

research.

10.4 points

Student needs

to develop bet-

ter formatting

skills. The stu-

dent may need

to take addi-

tional training

or obtain help

while preparing

an assignment.

Research and

resources pre-

sented

in the assign-

ment are lim-

ited. Student

needs to ex-

pand research

scope. The

number of for-

matting errors

is not

acceptable.

Overall Score

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
0 points minimum

**## week8TLMT353.docx**

1. Select a topic discussed in the the course in which you will demonstrate critical thinking at a higher-level as noted in APUS's Assignment Rubrics for Undergraduate 300-400 level work.

2. Submit your topic along with a brief description to the Instructor via e-mail for approval.

3. The page length requirement for your paper is 6-7 double spaced pages. In addition you need to provide a title page in APA format which includes; the course title and name, paper title, student name, course and date of paper.

4. References will include your text and 3-4 additional sources.

5. Cite your work in accordance with APA guidelines.

NOTE: Your paper will be graded using the Grading Rubric 300-400 level available

**## Assignment3_FinalProjectWeek8-TLMT353D001Winter2026-APEI.pdf**

TLMT Assignment Rubric Undergraduate Level 300-

400
Course: TLMT353 D001 Winter 2026

Criteria Exemplary Accomplished Developing Beginning Criterion Score

Criteria Exemplary Accomplished Developing Beginning Criterion Score

FOCUS/TH

ESIS

/ 2020 points

Student ex-

hibits a defined

and clear un-

derstanding of

the assign-

ment. Thesis is

clearly defined

and well con-

structed to

help guide the

reader

throughout the

assignment.

Student builds

upon the thesis

of the assign-

ment with well

documented

and excep-

tional support-

ing facts, fig-

ures, and/or

statements.

17 points

Establishes a

good

comprehension

of topic and in

the building of

the thesis.

Student

demonstrates

an effective

presentation of

thesis, with

most support

statements

helping to sup-

port the key fo-

cus of

assignment.

15 points

Student ex-

hibits a basic

understanding

of the intended

assignment,

but

the thesis is

not fully

supported

throughout the

assignment.

While thesis

helps to guide

the develop-

ment of the as-

signment, the

reader may

have some dif-

ficulty in

seeing linkages

between

thoughts.

While student

has included a

few supporting

facts and

statements,

this has

limited the

quality of the

assignment.

13 points

Exhibits a lim-

ited

understanding

of the

assignment.

Reader is un-

able to follow

the logic used

for the thesis

and develop-

ment of key

themes.

Introduction of

thesis is not

clearly evident,

and reader

must look

deeper to dis-

cover

the focus of

the writer.

Student’s writ-

ing is weak in

the inclusion of

supporting

facts or

statements.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CONTENT/

SUBJECT

KNOWLED

GE

/ 1616 points

Student

demonstrates

proficient com-

mand of the

subject matter

in the assign-

ment.

Assignment

shows an im-

pressive level

of depth of

student’s abil-

ity to relate

course content

to

practical exam-

ples and appli-

cations.

Student pro-

vides compre-

hensive

analysis of de-

tails, facts, and

concepts in a

logical

sequence.

13.6 points

Student ex-

hibits above

average usage

of subject mat-

ter in assign-

ment. Student

provides above

average ability

in relating

course content

in examples

given. Details

and facts pre-

sented

provide an ade-

quate

presentation of

student’s cur-

rent level of

subject matter

knowledge.

12 points

The assign-

ment reveals

that the stu-

dent has a gen-

eral, funda-

mental

understanding

of the

course mate-

rial. Whereas,

there are areas

of some con-

cerning in the

linkages pro-

vided between

facts and sup-

porting state-

ments. Student

generally ex-

plains

concepts, but

only meets the

minimum re-

quirements in

this area.

10.4 points

Student tries to

explain some

concepts, but

overlooks criti-

cal details.

Assignment ap-

pears vague or

incomplete in

various seg-

ments. Student

presents

concepts in

isolation,

and does not

perceive to

have a logical

sequencing of

ideas.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CRITICAL

THINKING

SKILLS

/ 1616 points

Student

demonstrates a

higher-level of

critical thinking

necessary for

this level

of work.

Learner pro-

vides a strate-

gic approach in

presenting ex-

amples of

problem solv-

ing or critical

thinking,

while drawing

logical

conclusions

which are not

immediately

obvious.

Student pro-

vides well sup-

ported ideas

and

reflection with

a variety of

current and/or

world views

in the assign-

ment. Student

presents a gen-

uine intellec-

tual develop-

ment of

ideas through-

out

assignment.

13.6 points

Student ex-

hibits a good

command of

critical thinking

skills in the

presentation of

material and

supporting

statements.

Assignment

demonstrates

the

student’s

above average

use of relating

concepts by

using a variety

of factors.

Overall, stu-

dent provides

adequate con-

clusions, with 2

or fewer

errors.

12 points

Student takes a

common, con-

ventional ap-

proach in guid-

ing the reader

through vari-

ous linkages

and

connections

presented in

assignment.

However, stu-

dent presents a

limited

perspective on

key

concepts

throughout

assignment.

Student

appears to

have problems

applying infor-

mation in a

problem-solv-

ing manner.

10.4 points

Student

demonstrates

beginning un-

derstanding

of key con-

cepts, but

overlooks criti-

cal details.

Learner is un-

able to apply

information in

a

problem-solv-

ing fashion.

Student

presents con-

fusing state-

ments and

facts in assign-

ment. No evi-

dence or little

semblance of

critical

thinking skills.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

ORGANIZA

TION OF

IDEAS/FOR

MAT

/ 1616 points

Student thor-

oughly

understands

and excels in

explaining all

major points.

An original,

unique, and/or

imaginative ap-

proach to over-

all ideas, con-

cepts, and find-

ings is pre-

sented.

Overall format

of

assignment in-

cludes an ap-

propriate intro-

duction (or

abstract), well-

developed

paragraphs,

and

conclusion.

Finished

assignment

demonstrates

student’s abil-

ity to plan and

organize re-

search in a log-

ical sequence.

Student

uses at least of

5-7

references in

assignment.

13.6 points

Student ex-

plains the

majority of

points and con-

cepts in the

assignment.

Learner

demonstrates a

good skill level

in formatting

and

organizing ma-

terial in assign-

ment. Student

presents an

above average

level of pre-

paredness,

with a few for-

matting errors.

Assignment

contains less

than 5

resources.

12 points

Learner applies

some

points and con-

cepts

incorrectly.

Student uses a

variety of for-

matting styles,

with some in-

consistencies

throughout the

paper.

Assignment

does not have

a

continuous

pattern of logi-

cal sequencing.

Student uses

less than 3

sources or

references.

10.4 points

Assignment re-

veals

formatting er-

rors and a lack

of organization.

Student

presents an

incomplete at-

tempt to pro-

vide linkages or

explanation of

key

terms. The lack

of appropriate

references or

source materi-

als demon-

strates the

student’s need

for

additional help

or

training in this

area.

Student needs

to review and

revise the

assignment.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

WRITING

CONVENTI

ONS

(GRAMMAR

&

MECHANIC

S)

/ 1616 points

Student

demonstrates

an

excellent com-

mand of gram-

mar, as well as

presents re-

search in a

clear and con-

cise writing

style.

Presents a

thorough, ex-

tensive under-

standing of

word usage.

Student

excels in the

election and

development

of a well

planned re-

search assign-

ment.

Assignment is

error-free and

reflects

student’s abil-

ity to prepare a

high-quality

academic

assignment.

13.6 points

Student pro-

vides an

effective dis-

play of good

writing and

grammar.

Assignment re-

flects

student’s abil-

ity to select ap-

propriate word

usage and

present an

above

average pre-

sentation of a

given topic or

issue.

Assignment ap-

pears to be

well written

with no more

than 3-5 er-

rors. Student

provides a final

written prod-

uct that covers

the above-min-

imal

requirements.

12 points

Assignment re-

flects basic

writing and

grammar, but

more than 5

errors. Key

terms and con-

cepts are

somewhat

vague and not

completely ex-

plained by stu-

dent. Student

uses a basic

vocabulary in

assignment.

Student’s writ-

ing ability is av-

erage,

but demon-

strates a basic

understanding

of the subject

matter.

10.4 points

Topics, con-

cepts, and

ideas are not

coherently dis-

cussed or ex-

pressed in as-

signments.

Student’s writ-

ing style is

weak and

needs improve-

ment, along

with numerous

proofreading

errors.

Assignment

lacks clarity,

consistency,

and correct-

ness. Student

needs to re-

view and revise

assignment.

Total / 100

Criteria Exemplary Accomplished Developing Beginning Criterion Score

USE OF

COMPUTER

TECHNOLO

GY/

APPLICATI

ONS

/ 1616 points

Student pro-

vides a high

caliber, format-

ted assign-

ment. Learner

exhibits excel-

lent use of

computer tech-

nology in the

development

of

assignment.

Quality and ap-

propriateness

of stated refer-

ences demon-

strate the

student’s abil-

ity to use tech-

nology to con-

duct applicable

research. Given

assignment in-

cludes

appropriate

word

processing,

spreadsheet

and/or other

computer ap-

plications as

part of the final

product.

13.6 points

Assignment

presents an

above-average

use of format-

ting skills, with

less than 3 er-

rors. Students

has a good

command of

computer ap-

plications to

format infor-

mation and/or

figures in an

appropriate

format.

Student uses at

least two types

of computer

applications to

produce a qual-

ity assignment.

12 points

Student

demonstrates a

basic knowl-

edge of com-

puter applica-

tions.

Appearance of

final

assignment

demonstrates

the student’s

limited ability

to format and

present data.

Resources used

in

assignment are

limited.

Student may

need to obtain

further help in

the use of

computer

applications

and Internet

research.

10.4 points

Student needs

to develop bet-

ter formatting

skills. The stu-

dent may need

to take addi-

tional training

or obtain help

while preparing

an assignment.

Research and

resources pre-

sented

in the assign-

ment are lim-

ited. Student

needs to ex-

pand research

scope. The

number of for-

matting errors

is not

acceptable.

Overall Score

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
0 points minimum

**## week8TLMT353.docx**

1. Select a topic discussed in the the course in which you will demonstrate critical thinking at a higher-level as noted in APUS's Assignment Rubrics for Undergraduate 300-400 level work.

2. Submit your topic along with a brief description to the Instructor via e-mail for approval.

3. The page length requirement for your paper is 6-7 double spaced pages. In addition you need to provide a title page in APA format which includes; the course title and name, paper title, student name, course and date of paper.

4. References will include your text and 3-4 additional sources.

5. Cite your work in accordance with APA guidelines.

NOTE: Your paper will be graded using the Grading Rubric 300-400 level available

**## Assignment3_FinalProjectWeek8-TLMT353D001Winter2026-APEI.pdf**

TLMT Assignment Rubric Undergraduate Level 300-

400
Course: TLMT353 D001 Winter 2026

Criteria Exemplary Accomplished Developing Beginning Criterion Score

Criteria Exemplary Accomplished Developing Beginning Criterion Score

FOCUS/TH

ESIS

/ 2020 points

Student ex-

hibits a defined

and clear un-

derstanding of

the assign-

ment. Thesis is

clearly defined

and well con-

structed to

help guide the

reader

throughout the

assignment.

Student builds

upon the thesis

of the assign-

ment with well

documented

and excep-

tional support-

ing facts, fig-

ures, and/or

statements.

17 points

Establishes a

good

comprehension

of topic and in

the building of

the thesis.

Student

demonstrates

an effective

presentation of

thesis, with

most support

statements

helping to sup-

port the key fo-

cus of

assignment.

15 points

Student ex-

hibits a basic

understanding

of the intended

assignment,

but

the thesis is

not fully

supported

throughout the

assignment.

While thesis

helps to guide

the develop-

ment of the as-

signment, the

reader may

have some dif-

ficulty in

seeing linkages

between

thoughts.

While student

has included a

few supporting

facts and

statements,

this has

limited the

quality of the

assignment.

13 points

Exhibits a lim-

ited

understanding

of the

assignment.

Reader is un-

able to follow

the logic used

for the thesis

and develop-

ment of key

themes.

Introduction of

thesis is not

clearly evident,

and reader

must look

deeper to dis-

cover

the focus of

the writer.

Student’s writ-

ing is weak in

the inclusion of

supporting

facts or

statements.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CONTENT/

SUBJECT

KNOWLED

GE

/ 1616 points

Student

demonstrates

proficient com-

mand of the

subject matter

in the assign-

ment.

Assignment

shows an im-

pressive level

of depth of

student’s abil-

ity to relate

course content

to

practical exam-

ples and appli-

cations.

Student pro-

vides compre-

hensive

analysis of de-

tails, facts, and

concepts in a

logical

sequence.

13.6 points

Student ex-

hibits above

average usage

of subject mat-

ter in assign-

ment. Student

provides above

average ability

in relating

course content

in examples

given. Details

and facts pre-

sented

provide an ade-

quate

presentation of

student’s cur-

rent level of

subject matter

knowledge.

12 points

The assign-

ment reveals

that the stu-

dent has a gen-

eral, funda-

mental

understanding

of the

course mate-

rial. Whereas,

there are areas

of some con-

cerning in the

linkages pro-

vided between

facts and sup-

porting state-

ments. Student

generally ex-

plains

concepts, but

only meets the

minimum re-

quirements in

this area.

10.4 points

Student tries to

explain some

concepts, but

overlooks criti-

cal details.

Assignment ap-

pears vague or

incomplete in

various seg-

ments. Student

presents

concepts in

isolation,

and does not

perceive to

have a logical

sequencing of

ideas.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

CRITICAL

THINKING

SKILLS

/ 1616 points

Student

demonstrates a

higher-level of

critical thinking

necessary for

this level

of work.

Learner pro-

vides a strate-

gic approach in

presenting ex-

amples of

problem solv-

ing or critical

thinking,

while drawing

logical

conclusions

which are not

immediately

obvious.

Student pro-

vides well sup-

ported ideas

and

reflection with

a variety of

current and/or

world views

in the assign-

ment. Student

presents a gen-

uine intellec-

tual develop-

ment of

ideas through-

out

assignment.

13.6 points

Student ex-

hibits a good

command of

critical thinking

skills in the

presentation of

material and

supporting

statements.

Assignment

demonstrates

the

student’s

above average

use of relating

concepts by

using a variety

of factors.

Overall, stu-

dent provides

adequate con-

clusions, with 2

or fewer

errors.

12 points

Student takes a

common, con-

ventional ap-

proach in guid-

ing the reader

through vari-

ous linkages

and

connections

presented in

assignment.

However, stu-

dent presents a

limited

perspective on

key

concepts

throughout

assignment.

Student

appears to

have problems

applying infor-

mation in a

problem-solv-

ing manner.

10.4 points

Student

demonstrates

beginning un-

derstanding

of key con-

cepts, but

overlooks criti-

cal details.

Learner is un-

able to apply

information in

a

problem-solv-

ing fashion.

Student

presents con-

fusing state-

ments and

facts in assign-

ment. No evi-

dence or little

semblance of

critical

thinking skills.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

ORGANIZA

TION OF

IDEAS/FOR

MAT

/ 1616 points

Student thor-

oughly

understands

and excels in

explaining all

major points.

An original,

unique, and/or

imaginative ap-

proach to over-

all ideas, con-

cepts, and find-

ings is pre-

sented.

Overall format

of

assignment in-

cludes an ap-

propriate intro-

duction (or

abstract), well-

developed

paragraphs,

and

conclusion.

Finished

assignment

demonstrates

student’s abil-

ity to plan and

organize re-

search in a log-

ical sequence.

Student

uses at least of

5-7

references in

assignment.

13.6 points

Student ex-

plains the

majority of

points and con-

cepts in the

assignment.

Learner

demonstrates a

good skill level

in formatting

and

organizing ma-

terial in assign-

ment. Student

presents an

above average

level of pre-

paredness,

with a few for-

matting errors.

Assignment

contains less

than 5

resources.

12 points

Learner applies

some

points and con-

cepts

incorrectly.

Student uses a

variety of for-

matting styles,

with some in-

consistencies

throughout the

paper.

Assignment

does not have

a

continuous

pattern of logi-

cal sequencing.

Student uses

less than 3

sources or

references.

10.4 points

Assignment re-

veals

formatting er-

rors and a lack

of organization.

Student

presents an

incomplete at-

tempt to pro-

vide linkages or

explanation of

key

terms. The lack

of appropriate

references or

source materi-

als demon-

strates the

student’s need

for

additional help

or

training in this

area.

Student needs

to review and

revise the

assignment.

Criteria Exemplary Accomplished Developing Beginning Criterion Score

WRITING

CONVENTI

ONS

(GRAMMAR

&

MECHANIC

S)

/ 1616 points

Student

demonstrates

an

excellent com-

mand of gram-

mar, as well as

presents re-

search in a

clear and con-

cise writing

style.

Presents a

thorough, ex-

tensive under-

standing of

word usage.

Student

excels in the

election and

development

of a well

planned re-

search assign-

ment.

Assignment is

error-free and

reflects

student’s abil-

ity to prepare a

high-quality

academic

assignment.

13.6 points

Student pro-

vides an

effective dis-

play of good

writing and

grammar.

Assignment re-

flects

student’s abil-

ity to select ap-

propriate word

usage and

present an

above

average pre-

sentation of a

given topic or

issue.

Assignment ap-

pears to be

well written

with no more

than 3-5 er-

rors. Student

provides a final

written prod-

uct that covers

the above-min-

imal

requirements.

12 points

Assignment re-

flects basic

writing and

grammar, but

more than 5

errors. Key

terms and con-

cepts are

somewhat

vague and not

completely ex-

plained by stu-

dent. Student

uses a basic

vocabulary in

assignment.

Student’s writ-

ing ability is av-

erage,

but demon-

strates a basic

understanding

of the subject

matter.

10.4 points

Topics, con-

cepts, and

ideas are not

coherently dis-

cussed or ex-

pressed in as-

signments.

Student’s writ-

ing style is

weak and

needs improve-

ment, along

with numerous

proofreading

errors.

Assignment

lacks clarity,

consistency,

and correct-

ness. Student

needs to re-

view and revise

assignment.

Total / 100

Criteria Exemplary Accomplished Developing Beginning Criterion Score

USE OF

COMPUTER

TECHNOLO

GY/

APPLICATI

ONS

/ 1616 points

Student pro-

vides a high

caliber, format-

ted assign-

ment. Learner

exhibits excel-

lent use of

computer tech-

nology in the

development

of

assignment.

Quality and ap-

propriateness

of stated refer-

ences demon-

strate the

student’s abil-

ity to use tech-

nology to con-

duct applicable

research. Given

assignment in-

cludes

appropriate

word

processing,

spreadsheet

and/or other

computer ap-

plications as

part of the final

product.

13.6 points

Assignment

presents an

above-average

use of format-

ting skills, with

less than 3 er-

rors. Students

has a good

command of

computer ap-

plications to

format infor-

mation and/or

figures in an

appropriate

format.

Student uses at

least two types

of computer

applications to

produce a qual-

ity assignment.

12 points

Student

demonstrates a

basic knowl-

edge of com-

puter applica-

tions.

Appearance of

final

assignment

demonstrates

the student’s

limited ability

to format and

present data.

Resources used

in

assignment are

limited.

Student may

need to obtain

further help in

the use of

computer

applications

and Internet

research.

10.4 points

Student needs

to develop bet-

ter formatting

skills. The stu-

dent may need

to take addi-

tional training

or obtain help

while preparing

an assignment.

Research and

resources pre-

sented

in the assign-

ment are lim-

ited. Student

needs to ex-

pand research

scope. The

number of for-

matting errors

is not

acceptable.

Overall Score

Exemplary
90 points minimum

Accomplished
80 points minimum

Developing
70 points minimum

Beginning
0 points minimum

November 6, 2026
[Solved] week 8 hosp640

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Assignment Prompt & Instructions

[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

You were hired as the new Meetings and Events Director for a particular hospitality organization.

**files (2)**

– ## week8hosp640.docx

– ## Week8FinalProject-HOSP640D001Winter2026-APEI.pdf

**## week8hosp640.docx**

You were hired as the new Meetings and Events Director for a particular hospitality organization. The number of events in your destination has declined for the past two years. Your first task in your new position is to propose an event that you think could contribute to the local economy’s development and help your host destination have a competitive advantage over other destinations. For your proposal, you should consider the following questions:

· What does your destination have to offer to visitors?

· How big a role event tourism plays in your local economy?

· How many events happen annually?

· What types of events happen annually?

· What time of the year do you see most events?

· Provide a brief description of the event you plan to propose.

· Explain the reason for proposing this particular event over others

· What are some organizational challenges you will face for executing this event?

· What strategies would you implement to mitigate these challenges?

· What are some practices you would include to contribute to Corporate Social Responsibility (CSR)?

· What are some practices you would implement to make this event sustainable? Please consider the greening of your event (such as food and beverage sourcing, vendors, etc.)

· How would you ensure that diversity and inclusion are incorporated throughout the planning of the event?

· What recruiting strategies would you implement for staffing the event, and why?

· What are some potential negative impacts of this event, and what solutions would you implement to mitigate them?

· Which of the 17 Sustainable Development Goals (SDGs) would this event contribute to? Please discuss how you would measure the event’s contribution.

· Create an event evaluation form that you would use to evaluate the performance of the event. You should have at least six (6) criteria. Criteria must have brief descriptions and a rating scale.

· Please be advised that you can be creative in organizing your proposal. You do not need to write in the format of the questions.

Your proposal should be 10-15 pages (not counting the cover page and references) in length and the APA format. Make sure to include a table of contents. You must support your proposal with a minimum of 5 references, you may not include sources from Wikipedia. You will be graded based on your knowledge and understanding of the proposed event, analysis of your destination, language, and your proposal's layout and organization.

**## Week8FinalProject-HOSP640D001Winter2026-APEI.pdf**

HOSP640 Final Project
Course: HOSP640 D001 Winter 2026

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Overall

Compreh

ensive

Project

/ 2020 points

Proposal

contains all

elements re-

quired, pre-

senting a

complete,

cohesive

analysis of

the consid-

erations

noted in the

instructions.

Includes an

event evalu-

ation form.

17 points

Proposal

contains

most, but

not all re-

quired ele-

ments.

Presents a

somewhat

complete

and cohesive

analysis. Two

to three re-

quired ele-

ments not

included in

analysis of

considera-

tions OR

missing

event evalu-

ation form.

15 points

Proposal con-

tains most, but

not all required

elements.

Presents a

somewhat

complete and

cohesive analy-

sis. Two to

three required

elements not

included in

analysis of con-

siderations

AND missing

event evalua-

tion form.

13 points

Proposal is

clearly miss-

ing several

required ele-

ments. The

proposal

does not en-

compass

more than

four of the

considera-

tions noted

in the in-

structions.

The evalua-

tion form is

either miss-

ing, incom-

plete, or not

relevant to

the de-

scribed

event.

0 points

Proposal is

unclear and

lack of con-

sideration to

the required

elements is

evident.

Does not

meet the re-

quirements

of the

assignment.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Focus &

Sequenci

ng

/ 2020 points

Proposal

clearly sup-

ports the

main goal of

proposing a

relevant

event to

contribute

to local

economy

and provide

a competi-

tive advan-

tage.

Analysis

demon-

strates com-

plete under-

standing of

the various

elements

and consid-

erations

necessary.

Includes in-

depth sug-

gestions and

recommen-

dations for

success &

sustainabil-

ity, over-

coming an-

ticipated

challenges,

recruiting

strategies,

17 points

Proposal

mostly sup-

ports the

main goal of

proposing a

relevant

event to

contribute to

local econ-

omy and

provide a

competitive

advantage.

Analysis

demon-

strates

strong un-

derstanding

of the vari-

ous ele-

ments and

considera-

tions neces-

sary.

Includes

some sug-

gestions and

recommen-

dations for

success &

sustainabil-

ity, overcom-

ing antici-

pated chal-

lenges, re-

cruiting

strategies,

15 points

Not always

clear how the

proposal sup-

ports the main

goal a relevant

event to con-

tribute to local

economy and

provide a com-

petitive advan-

tage. Analysis

lacks explana-

tion of some

elements and

considerations

necessary.

Includes few

suggestions

and recom-

mendations for

success & sus-

tainability,

overcoming an-

ticipated chal-

lenges, recruit-

ing strategies,

and incorpora-

tion of diver-

sity. Some ma-

terial closely

related to the

main topic and

subtopics.

Material may

not be orga-

nized within

the subtopics

13 points

Proposal is

not well

thought out

and rele-

vance of the

event to the

local area is

not evident.

Does not ad-

dress four to

six of the re-

quired con-

siderations

Little evi-

dence mate-

rial is logi-

cally orga-

nized into

topics,

subtopics, or

related com-

ponents.

Many transi-

tions are un-

clear or

nonexistent.

0 points

Project sub-

mitted is not

in proposal

format and

not devel-

oped for a

specific

event or lo-

cation.

Severely

lacking focus

and clarity

throughout.

Presentation

of ideas

lacks smooth

transitions

and ideas

jump from

concept to

concept

without a

clear link.

Ideas bul-

leted rather

than written

as a

narrative.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Event

Evaluatio

n Form

/ 10

and incorpo-

ration of di-

versity.

Strong tran-

sitions link-

ing

subtopics

and main

topic.

and incorpo-

ration of di-

versity. Most

material

clearly re-

lated to

subtopic,

main topic

and logically

organized

within

subtopics.

Clear, varied

transitions

linking

subtopics,

and main

topic.

clearly.

Attempt to

provide a vari-

ety of

transitions.

10 points

Event evalu-

ation form is

relevant to

the event.

Includes six

(6) criteria

for evalua-

tion with

brief de-

scriptions

and rating

scale.

Worthy of

industry use

for post-

event

evaluation.

8.5 points

Event evalu-

ation form is

relevant to

the event.

Includes five

(5) criteria

for evalua-

tion with

brief de-

scriptions

and rating

scale.

Worthy of

industry use

for post-

event

evaluation.

7.5 points

Event evalua-

tion form is not

relevant to the

event. Includes

fewer than four

(4) criteria for

evaluation, or

descriptions or

rating scale are

lacking.

Professionalism

could be

improved.

6.5 points

Event evalu-

ation form is

not relevant

to the event.

Includes

fewer than

four (4) cri-

teria for

evaluation,

and descrip-

tions or rat-

ing scale are

lacking or

missing.

0 points

No evalua-

tion form

provided.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Support / 20

Conclusi

on

/ 10

20 points

Strong peer-

reviewed re-

search

based sup-

port for pro-

posal and

details. All

claims are

backed up

by scholarly

references.

Use of re-

quired

sources ex-

ceeds ex-

pectations

of five (5)

resources.

17 points

Sources well

selected to

support the-

sis with

some re-

search in

support of

the proposal.

Most all

sources are

from the

scholarly lit-

erature. Use

of required

sources

meets ex-

pectations (5

sources).

15 points

Sources are

generally ac-

ceptable but

not peer-re-

viewed re-

search (evi-

dence) based.

References

Wikipedia or

other unreli-

able websites

regularly.

13 points

Few sources

supporting

proposal.

Sources in-

significant or

unsubstanti-

ated. Fails to

meet mini-

mum re-

quired

source

expecta-

tions.

0 points

No refer-

ences

incorpo-

rated.

10 points

Strong re-

view of key

conclusions.

Strong inte-

gration with

thesis state-

ment.

Insightful

discussion

of impact of

the research

material on

the topic

presented.

8.5 points

Strong re-

view of key

conclusions.

Strong inte-

gration with

thesis state-

ment.

Discusses

impact of re-

searched

material on

the topic

presented.

7.5 points

Review of key

conclusions.

Some integra-

tion with thesis

statement.

Discusses the

impact of the

researched ma-

terial on the

topic

presented.

6.5 points

Does not

summarize

evidence

with respect

to thesis

statement.

Does not

discuss the

impact of re-

search mate-

rial on the

topic

presented.

0 points

No clear

conclusion

provided.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Grammar

&

Mechani

cs

/ 1010 points

The paper is

free of

grammatical

errors, spell-

ing errors

and punctu-

ation errors.

8.5 points

Grammatical

errors or

spelling and

punctuation

errors are

rare and do

not detract

from the

paper.

7.5 points

A few gram-

matical, spell-

ing, or punctu-

ation errors are

made and in-

terfere with

the reading of

the paper.

6.5 points

Grammatical

errors or

spelling and

punctuation

substantially

detract from

the paper.

0 points

Not written

at the gradu-

ate level.

Total / 100

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Writing

Style and

Commun

ication –

APA

Format

/ 1010 points

No errors in

writing style

are made.

Scholarly

writing is

maintained

throughout.

Writing is

flowing and

easy to fol-

low. All ref-

erences and

citations are

correctly

written and

present.

8.5 points

Minor errors

in writing

style are

made, but

they do not

detract

from the pa-

per.

Scholarly

writing style

is main-

tained

throughout.

Writing has

minimal

awkward or

unclear pas-

sages.

One refer-

ence or cita-

tion missing

from paper

or reference

list,

or errors are

made on ref-

erence list.

7.5 points

Errors in writ-

ing style are

noticable.

Word choice

occasionally

uses an infor-

mation tone of

voice. Writing

has a few awk-

ward or un-

clear passages.

Two references

or

citations are

missing from

the paper or

references list.

Errors are

made on the

references list.

6.5 points

Errors in

writing style

detract sub-

stantially

from

the paper.

Word choice

is informal in

tone.

Writing is

choppy, with

many awk-

ward or un-

clear

passages.

References

and citation

errors de-

tract

significantly

from the

paper.

0 points

A consistent

writing style

is not used

within

paper.

Writing is

choppy and

unclear.

Referencing

and citation

errors se-

verely

detract from

the presen-

tation of the

paper.

Overall Score

Exemplary
90 points
minimum

Accomplished
80 points
minimum

Developing
70 points
minimum

Beginning
60 points
minimum

Did Not

Attempt
0 points minimum

**## Week8FinalProject-HOSP640D001Winter2026-APEI.pdf**

HOSP640 Final Project
Course: HOSP640 D001 Winter 2026

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Overall

Compreh

ensive

Project

/ 2020 points

Proposal

contains all

elements re-

quired, pre-

senting a

complete,

cohesive

analysis of

the consid-

erations

noted in the

instructions.

Includes an

event evalu-

ation form.

17 points

Proposal

contains

most, but

not all re-

quired ele-

ments.

Presents a

somewhat

complete

and cohesive

analysis. Two

to three re-

quired ele-

ments not

included in

analysis of

considera-

tions OR

missing

event evalu-

ation form.

15 points

Proposal con-

tains most, but

not all required

elements.

Presents a

somewhat

complete and

cohesive analy-

sis. Two to

three required

elements not

included in

analysis of con-

siderations

AND missing

event evalua-

tion form.

13 points

Proposal is

clearly miss-

ing several

required ele-

ments. The

proposal

does not en-

compass

more than

four of the

considera-

tions noted

in the in-

structions.

The evalua-

tion form is

either miss-

ing, incom-

plete, or not

relevant to

the de-

scribed

event.

0 points

Proposal is

unclear and

lack of con-

sideration to

the required

elements is

evident.

Does not

meet the re-

quirements

of the

assignment.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Focus &

Sequenci

ng

/ 2020 points

Proposal

clearly sup-

ports the

main goal of

proposing a

relevant

event to

contribute

to local

economy

and provide

a competi-

tive advan-

tage.

Analysis

demon-

strates com-

plete under-

standing of

the various

elements

and consid-

erations

necessary.

Includes in-

depth sug-

gestions and

recommen-

dations for

success &

sustainabil-

ity, over-

coming an-

ticipated

challenges,

recruiting

strategies,

17 points

Proposal

mostly sup-

ports the

main goal of

proposing a

relevant

event to

contribute to

local econ-

omy and

provide a

competitive

advantage.

Analysis

demon-

strates

strong un-

derstanding

of the vari-

ous ele-

ments and

considera-

tions neces-

sary.

Includes

some sug-

gestions and

recommen-

dations for

success &

sustainabil-

ity, overcom-

ing antici-

pated chal-

lenges, re-

cruiting

strategies,

15 points

Not always

clear how the

proposal sup-

ports the main

goal a relevant

event to con-

tribute to local

economy and

provide a com-

petitive advan-

tage. Analysis

lacks explana-

tion of some

elements and

considerations

necessary.

Includes few

suggestions

and recom-

mendations for

success & sus-

tainability,

overcoming an-

ticipated chal-

lenges, recruit-

ing strategies,

and incorpora-

tion of diver-

sity. Some ma-

terial closely

related to the

main topic and

subtopics.

Material may

not be orga-

nized within

the subtopics

13 points

Proposal is

not well

thought out

and rele-

vance of the

event to the

local area is

not evident.

Does not ad-

dress four to

six of the re-

quired con-

siderations

Little evi-

dence mate-

rial is logi-

cally orga-

nized into

topics,

subtopics, or

related com-

ponents.

Many transi-

tions are un-

clear or

nonexistent.

0 points

Project sub-

mitted is not

in proposal

format and

not devel-

oped for a

specific

event or lo-

cation.

Severely

lacking focus

and clarity

throughout.

Presentation

of ideas

lacks smooth

transitions

and ideas

jump from

concept to

concept

without a

clear link.

Ideas bul-

leted rather

than written

as a

narrative.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Event

Evaluatio

n Form

/ 10

and incorpo-

ration of di-

versity.

Strong tran-

sitions link-

ing

subtopics

and main

topic.

and incorpo-

ration of di-

versity. Most

material

clearly re-

lated to

subtopic,

main topic

and logically

organized

within

subtopics.

Clear, varied

transitions

linking

subtopics,

and main

topic.

clearly.

Attempt to

provide a vari-

ety of

transitions.

10 points

Event evalu-

ation form is

relevant to

the event.

Includes six

(6) criteria

for evalua-

tion with

brief de-

scriptions

and rating

scale.

Worthy of

industry use

for post-

event

evaluation.

8.5 points

Event evalu-

ation form is

relevant to

the event.

Includes five

(5) criteria

for evalua-

tion with

brief de-

scriptions

and rating

scale.

Worthy of

industry use

for post-

event

evaluation.

7.5 points

Event evalua-

tion form is not

relevant to the

event. Includes

fewer than four

(4) criteria for

evaluation, or

descriptions or

rating scale are

lacking.

Professionalism

could be

improved.

6.5 points

Event evalu-

ation form is

not relevant

to the event.

Includes

fewer than

four (4) cri-

teria for

evaluation,

and descrip-

tions or rat-

ing scale are

lacking or

missing.

0 points

No evalua-

tion form

provided.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Support / 20

Conclusi

on

/ 10

20 points

Strong peer-

reviewed re-

search

based sup-

port for pro-

posal and

details. All

claims are

backed up

by scholarly

references.

Use of re-

quired

sources ex-

ceeds ex-

pectations

of five (5)

resources.

17 points

Sources well

selected to

support the-

sis with

some re-

search in

support of

the proposal.

Most all

sources are

from the

scholarly lit-

erature. Use

of required

sources

meets ex-

pectations (5

sources).

15 points

Sources are

generally ac-

ceptable but

not peer-re-

viewed re-

search (evi-

dence) based.

References

Wikipedia or

other unreli-

able websites

regularly.

13 points

Few sources

supporting

proposal.

Sources in-

significant or

unsubstanti-

ated. Fails to

meet mini-

mum re-

quired

source

expecta-

tions.

0 points

No refer-

ences

incorpo-

rated.

10 points

Strong re-

view of key

conclusions.

Strong inte-

gration with

thesis state-

ment.

Insightful

discussion

of impact of

the research

material on

the topic

presented.

8.5 points

Strong re-

view of key

conclusions.

Strong inte-

gration with

thesis state-

ment.

Discusses

impact of re-

searched

material on

the topic

presented.

7.5 points

Review of key

conclusions.

Some integra-

tion with thesis

statement.

Discusses the

impact of the

researched ma-

terial on the

topic

presented.

6.5 points

Does not

summarize

evidence

with respect

to thesis

statement.

Does not

discuss the

impact of re-

search mate-

rial on the

topic

presented.

0 points

No clear

conclusion

provided.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Grammar

&

Mechani

cs

/ 1010 points

The paper is

free of

grammatical

errors, spell-

ing errors

and punctu-

ation errors.

8.5 points

Grammatical

errors or

spelling and

punctuation

errors are

rare and do

not detract

from the

paper.

7.5 points

A few gram-

matical, spell-

ing, or punctu-

ation errors are

made and in-

terfere with

the reading of

the paper.

6.5 points

Grammatical

errors or

spelling and

punctuation

substantially

detract from

the paper.

0 points

Not written

at the gradu-

ate level.

Total / 100

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Writing

Style and

Commun

ication –

APA

Format

/ 1010 points

No errors in

writing style

are made.

Scholarly

writing is

maintained

throughout.

Writing is

flowing and

easy to fol-

low. All ref-

erences and

citations are

correctly

written and

present.

8.5 points

Minor errors

in writing

style are

made, but

they do not

detract

from the pa-

per.

Scholarly

writing style

is main-

tained

throughout.

Writing has

minimal

awkward or

unclear pas-

sages.

One refer-

ence or cita-

tion missing

from paper

or reference

list,

or errors are

made on ref-

erence list.

7.5 points

Errors in writ-

ing style are

noticable.

Word choice

occasionally

uses an infor-

mation tone of

voice. Writing

has a few awk-

ward or un-

clear passages.

Two references

or

citations are

missing from

the paper or

references list.

Errors are

made on the

references list.

6.5 points

Errors in

writing style

detract sub-

stantially

from

the paper.

Word choice

is informal in

tone.

Writing is

choppy, with

many awk-

ward or un-

clear

passages.

References

and citation

errors de-

tract

significantly

from the

paper.

0 points

A consistent

writing style

is not used

within

paper.

Writing is

choppy and

unclear.

Referencing

and citation

errors se-

verely

detract from

the presen-

tation of the

paper.

Overall Score

Exemplary
90 points
minimum

Accomplished
80 points
minimum

Developing
70 points
minimum

Beginning
60 points
minimum

Did Not

Attempt
0 points minimum

**## week8hosp640.docx**

You were hired as the new Meetings and Events Director for a particular hospitality organization. The number of events in your destination has declined for the past two years. Your first task in your new position is to propose an event that you think could contribute to the local economy’s development and help your host destination have a competitive advantage over other destinations. For your proposal, you should consider the following questions:

· What does your destination have to offer to visitors?

· How big a role event tourism plays in your local economy?

· How many events happen annually?

· What types of events happen annually?

· What time of the year do you see most events?

· Provide a brief description of the event you plan to propose.

· Explain the reason for proposing this particular event over others

· What are some organizational challenges you will face for executing this event?

· What strategies would you implement to mitigate these challenges?

· What are some practices you would include to contribute to Corporate Social Responsibility (CSR)?

· What are some practices you would implement to make this event sustainable? Please consider the greening of your event (such as food and beverage sourcing, vendors, etc.)

· How would you ensure that diversity and inclusion are incorporated throughout the planning of the event?

· What recruiting strategies would you implement for staffing the event, and why?

· What are some potential negative impacts of this event, and what solutions would you implement to mitigate them?

· Which of the 17 Sustainable Development Goals (SDGs) would this event contribute to? Please discuss how you would measure the event’s contribution.

· Create an event evaluation form that you would use to evaluate the performance of the event. You should have at least six (6) criteria. Criteria must have brief descriptions and a rating scale.

· Please be advised that you can be creative in organizing your proposal. You do not need to write in the format of the questions.

Your proposal should be 10-15 pages (not counting the cover page and references) in length and the APA format. Make sure to include a table of contents. You must support your proposal with a minimum of 5 references, you may not include sources from Wikipedia. You will be graded based on your knowledge and understanding of the proposed event, analysis of your destination, language, and your proposal's layout and organization.

**## Week8FinalProject-HOSP640D001Winter2026-APEI.pdf**

HOSP640 Final Project
Course: HOSP640 D001 Winter 2026

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Overall

Compreh

ensive

Project

/ 2020 points

Proposal

contains all

elements re-

quired, pre-

senting a

complete,

cohesive

analysis of

the consid-

erations

noted in the

instructions.

Includes an

event evalu-

ation form.

17 points

Proposal

contains

most, but

not all re-

quired ele-

ments.

Presents a

somewhat

complete

and cohesive

analysis. Two

to three re-

quired ele-

ments not

included in

analysis of

considera-

tions OR

missing

event evalu-

ation form.

15 points

Proposal con-

tains most, but

not all required

elements.

Presents a

somewhat

complete and

cohesive analy-

sis. Two to

three required

elements not

included in

analysis of con-

siderations

AND missing

event evalua-

tion form.

13 points

Proposal is

clearly miss-

ing several

required ele-

ments. The

proposal

does not en-

compass

more than

four of the

considera-

tions noted

in the in-

structions.

The evalua-

tion form is

either miss-

ing, incom-

plete, or not

relevant to

the de-

scribed

event.

0 points

Proposal is

unclear and

lack of con-

sideration to

the required

elements is

evident.

Does not

meet the re-

quirements

of the

assignment.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Focus &

Sequenci

ng

/ 2020 points

Proposal

clearly sup-

ports the

main goal of

proposing a

relevant

event to

contribute

to local

economy

and provide

a competi-

tive advan-

tage.

Analysis

demon-

strates com-

plete under-

standing of

the various

elements

and consid-

erations

necessary.

Includes in-

depth sug-

gestions and

recommen-

dations for

success &

sustainabil-

ity, over-

coming an-

ticipated

challenges,

recruiting

strategies,

17 points

Proposal

mostly sup-

ports the

main goal of

proposing a

relevant

event to

contribute to

local econ-

omy and

provide a

competitive

advantage.

Analysis

demon-

strates

strong un-

derstanding

of the vari-

ous ele-

ments and

considera-

tions neces-

sary.

Includes

some sug-

gestions and

recommen-

dations for

success &

sustainabil-

ity, overcom-

ing antici-

pated chal-

lenges, re-

cruiting

strategies,

15 points

Not always

clear how the

proposal sup-

ports the main

goal a relevant

event to con-

tribute to local

economy and

provide a com-

petitive advan-

tage. Analysis

lacks explana-

tion of some

elements and

considerations

necessary.

Includes few

suggestions

and recom-

mendations for

success & sus-

tainability,

overcoming an-

ticipated chal-

lenges, recruit-

ing strategies,

and incorpora-

tion of diver-

sity. Some ma-

terial closely

related to the

main topic and

subtopics.

Material may

not be orga-

nized within

the subtopics

13 points

Proposal is

not well

thought out

and rele-

vance of the

event to the

local area is

not evident.

Does not ad-

dress four to

six of the re-

quired con-

siderations

Little evi-

dence mate-

rial is logi-

cally orga-

nized into

topics,

subtopics, or

related com-

ponents.

Many transi-

tions are un-

clear or

nonexistent.

0 points

Project sub-

mitted is not

in proposal

format and

not devel-

oped for a

specific

event or lo-

cation.

Severely

lacking focus

and clarity

throughout.

Presentation

of ideas

lacks smooth

transitions

and ideas

jump from

concept to

concept

without a

clear link.

Ideas bul-

leted rather

than written

as a

narrative.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Event

Evaluatio

n Form

/ 10

and incorpo-

ration of di-

versity.

Strong tran-

sitions link-

ing

subtopics

and main

topic.

and incorpo-

ration of di-

versity. Most

material

clearly re-

lated to

subtopic,

main topic

and logically

organized

within

subtopics.

Clear, varied

transitions

linking

subtopics,

and main

topic.

clearly.

Attempt to

provide a vari-

ety of

transitions.

10 points

Event evalu-

ation form is

relevant to

the event.

Includes six

(6) criteria

for evalua-

tion with

brief de-

scriptions

and rating

scale.

Worthy of

industry use

for post-

event

evaluation.

8.5 points

Event evalu-

ation form is

relevant to

the event.

Includes five

(5) criteria

for evalua-

tion with

brief de-

scriptions

and rating

scale.

Worthy of

industry use

for post-

event

evaluation.

7.5 points

Event evalua-

tion form is not

relevant to the

event. Includes

fewer than four

(4) criteria for

evaluation, or

descriptions or

rating scale are

lacking.

Professionalism

could be

improved.

6.5 points

Event evalu-

ation form is

not relevant

to the event.

Includes

fewer than

four (4) cri-

teria for

evaluation,

and descrip-

tions or rat-

ing scale are

lacking or

missing.

0 points

No evalua-

tion form

provided.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Support / 20

Conclusi

on

/ 10

20 points

Strong peer-

reviewed re-

search

based sup-

port for pro-

posal and

details. All

claims are

backed up

by scholarly

references.

Use of re-

quired

sources ex-

ceeds ex-

pectations

of five (5)

resources.

17 points

Sources well

selected to

support the-

sis with

some re-

search in

support of

the proposal.

Most all

sources are

from the

scholarly lit-

erature. Use

of required

sources

meets ex-

pectations (5

sources).

15 points

Sources are

generally ac-

ceptable but

not peer-re-

viewed re-

search (evi-

dence) based.

References

Wikipedia or

other unreli-

able websites

regularly.

13 points

Few sources

supporting

proposal.

Sources in-

significant or

unsubstanti-

ated. Fails to

meet mini-

mum re-

quired

source

expecta-

tions.

0 points

No refer-

ences

incorpo-

rated.

10 points

Strong re-

view of key

conclusions.

Strong inte-

gration with

thesis state-

ment.

Insightful

discussion

of impact of

the research

material on

the topic

presented.

8.5 points

Strong re-

view of key

conclusions.

Strong inte-

gration with

thesis state-

ment.

Discusses

impact of re-

searched

material on

the topic

presented.

7.5 points

Review of key

conclusions.

Some integra-

tion with thesis

statement.

Discusses the

impact of the

researched ma-

terial on the

topic

presented.

6.5 points

Does not

summarize

evidence

with respect

to thesis

statement.

Does not

discuss the

impact of re-

search mate-

rial on the

topic

presented.

0 points

No clear

conclusion

provided.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Grammar

&

Mechani

cs

/ 1010 points

The paper is

free of

grammatical

errors, spell-

ing errors

and punctu-

ation errors.

8.5 points

Grammatical

errors or

spelling and

punctuation

errors are

rare and do

not detract

from the

paper.

7.5 points

A few gram-

matical, spell-

ing, or punctu-

ation errors are

made and in-

terfere with

the reading of

the paper.

6.5 points

Grammatical

errors or

spelling and

punctuation

substantially

detract from

the paper.

0 points

Not written

at the gradu-

ate level.

Total / 100

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Writing

Style and

Commun

ication –

APA

Format

/ 1010 points

No errors in

writing style

are made.

Scholarly

writing is

maintained

throughout.

Writing is

flowing and

easy to fol-

low. All ref-

erences and

citations are

correctly

written and

present.

8.5 points

Minor errors

in writing

style are

made, but

they do not

detract

from the pa-

per.

Scholarly

writing style

is main-

tained

throughout.

Writing has

minimal

awkward or

unclear pas-

sages.

One refer-

ence or cita-

tion missing

from paper

or reference

list,

or errors are

made on ref-

erence list.

7.5 points

Errors in writ-

ing style are

noticable.

Word choice

occasionally

uses an infor-

mation tone of

voice. Writing

has a few awk-

ward or un-

clear passages.

Two references

or

citations are

missing from

the paper or

references list.

Errors are

made on the

references list.

6.5 points

Errors in

writing style

detract sub-

stantially

from

the paper.

Word choice

is informal in

tone.

Writing is

choppy, with

many awk-

ward or un-

clear

passages.

References

and citation

errors de-

tract

significantly

from the

paper.

0 points

A consistent

writing style

is not used

within

paper.

Writing is

choppy and

unclear.

Referencing

and citation

errors se-

verely

detract from

the presen-

tation of the

paper.

Overall Score

Exemplary
90 points
minimum

Accomplished
80 points
minimum

Developing
70 points
minimum

Beginning
60 points
minimum

Did Not

Attempt
0 points minimum

**## week8hosp640.docx**

You were hired as the new Meetings and Events Director for a particular hospitality organization. The number of events in your destination has declined for the past two years. Your first task in your new position is to propose an event that you think could contribute to the local economy’s development and help your host destination have a competitive advantage over other destinations. For your proposal, you should consider the following questions:

· What does your destination have to offer to visitors?

· How big a role event tourism plays in your local economy?

· How many events happen annually?

· What types of events happen annually?

· What time of the year do you see most events?

· Provide a brief description of the event you plan to propose.

· Explain the reason for proposing this particular event over others

· What are some organizational challenges you will face for executing this event?

· What strategies would you implement to mitigate these challenges?

· What are some practices you would include to contribute to Corporate Social Responsibility (CSR)?

· What are some practices you would implement to make this event sustainable? Please consider the greening of your event (such as food and beverage sourcing, vendors, etc.)

· How would you ensure that diversity and inclusion are incorporated throughout the planning of the event?

· What recruiting strategies would you implement for staffing the event, and why?

· What are some potential negative impacts of this event, and what solutions would you implement to mitigate them?

· Which of the 17 Sustainable Development Goals (SDGs) would this event contribute to? Please discuss how you would measure the event’s contribution.

· Create an event evaluation form that you would use to evaluate the performance of the event. You should have at least six (6) criteria. Criteria must have brief descriptions and a rating scale.

· Please be advised that you can be creative in organizing your proposal. You do not need to write in the format of the questions.

Your proposal should be 10-15 pages (not counting the cover page and references) in length and the APA format. Make sure to include a table of contents. You must support your proposal with a minimum of 5 references, you may not include sources from Wikipedia. You will be graded based on your knowledge and understanding of the proposed event, analysis of your destination, language, and your proposal's layout and organization.

**## Week8FinalProject-HOSP640D001Winter2026-APEI.pdf**

HOSP640 Final Project
Course: HOSP640 D001 Winter 2026

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Overall

Compreh

ensive

Project

/ 2020 points

Proposal

contains all

elements re-

quired, pre-

senting a

complete,

cohesive

analysis of

the consid-

erations

noted in the

instructions.

Includes an

event evalu-

ation form.

17 points

Proposal

contains

most, but

not all re-

quired ele-

ments.

Presents a

somewhat

complete

and cohesive

analysis. Two

to three re-

quired ele-

ments not

included in

analysis of

considera-

tions OR

missing

event evalu-

ation form.

15 points

Proposal con-

tains most, but

not all required

elements.

Presents a

somewhat

complete and

cohesive analy-

sis. Two to

three required

elements not

included in

analysis of con-

siderations

AND missing

event evalua-

tion form.

13 points

Proposal is

clearly miss-

ing several

required ele-

ments. The

proposal

does not en-

compass

more than

four of the

considera-

tions noted

in the in-

structions.

The evalua-

tion form is

either miss-

ing, incom-

plete, or not

relevant to

the de-

scribed

event.

0 points

Proposal is

unclear and

lack of con-

sideration to

the required

elements is

evident.

Does not

meet the re-

quirements

of the

assignment.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Focus &

Sequenci

ng

/ 2020 points

Proposal

clearly sup-

ports the

main goal of

proposing a

relevant

event to

contribute

to local

economy

and provide

a competi-

tive advan-

tage.

Analysis

demon-

strates com-

plete under-

standing of

the various

elements

and consid-

erations

necessary.

Includes in-

depth sug-

gestions and

recommen-

dations for

success &

sustainabil-

ity, over-

coming an-

ticipated

challenges,

recruiting

strategies,

17 points

Proposal

mostly sup-

ports the

main goal of

proposing a

relevant

event to

contribute to

local econ-

omy and

provide a

competitive

advantage.

Analysis

demon-

strates

strong un-

derstanding

of the vari-

ous ele-

ments and

considera-

tions neces-

sary.

Includes

some sug-

gestions and

recommen-

dations for

success &

sustainabil-

ity, overcom-

ing antici-

pated chal-

lenges, re-

cruiting

strategies,

15 points

Not always

clear how the

proposal sup-

ports the main

goal a relevant

event to con-

tribute to local

economy and

provide a com-

petitive advan-

tage. Analysis

lacks explana-

tion of some

elements and

considerations

necessary.

Includes few

suggestions

and recom-

mendations for

success & sus-

tainability,

overcoming an-

ticipated chal-

lenges, recruit-

ing strategies,

and incorpora-

tion of diver-

sity. Some ma-

terial closely

related to the

main topic and

subtopics.

Material may

not be orga-

nized within

the subtopics

13 points

Proposal is

not well

thought out

and rele-

vance of the

event to the

local area is

not evident.

Does not ad-

dress four to

six of the re-

quired con-

siderations

Little evi-

dence mate-

rial is logi-

cally orga-

nized into

topics,

subtopics, or

related com-

ponents.

Many transi-

tions are un-

clear or

nonexistent.

0 points

Project sub-

mitted is not

in proposal

format and

not devel-

oped for a

specific

event or lo-

cation.

Severely

lacking focus

and clarity

throughout.

Presentation

of ideas

lacks smooth

transitions

and ideas

jump from

concept to

concept

without a

clear link.

Ideas bul-

leted rather

than written

as a

narrative.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Event

Evaluatio

n Form

/ 10

and incorpo-

ration of di-

versity.

Strong tran-

sitions link-

ing

subtopics

and main

topic.

and incorpo-

ration of di-

versity. Most

material

clearly re-

lated to

subtopic,

main topic

and logically

organized

within

subtopics.

Clear, varied

transitions

linking

subtopics,

and main

topic.

clearly.

Attempt to

provide a vari-

ety of

transitions.

10 points

Event evalu-

ation form is

relevant to

the event.

Includes six

(6) criteria

for evalua-

tion with

brief de-

scriptions

and rating

scale.

Worthy of

industry use

for post-

event

evaluation.

8.5 points

Event evalu-

ation form is

relevant to

the event.

Includes five

(5) criteria

for evalua-

tion with

brief de-

scriptions

and rating

scale.

Worthy of

industry use

for post-

event

evaluation.

7.5 points

Event evalua-

tion form is not

relevant to the

event. Includes

fewer than four

(4) criteria for

evaluation, or

descriptions or

rating scale are

lacking.

Professionalism

could be

improved.

6.5 points

Event evalu-

ation form is

not relevant

to the event.

Includes

fewer than

four (4) cri-

teria for

evaluation,

and descrip-

tions or rat-

ing scale are

lacking or

missing.

0 points

No evalua-

tion form

provided.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Support / 20

Conclusi

on

/ 10

20 points

Strong peer-

reviewed re-

search

based sup-

port for pro-

posal and

details. All

claims are

backed up

by scholarly

references.

Use of re-

quired

sources ex-

ceeds ex-

pectations

of five (5)

resources.

17 points

Sources well

selected to

support the-

sis with

some re-

search in

support of

the proposal.

Most all

sources are

from the

scholarly lit-

erature. Use

of required

sources

meets ex-

pectations (5

sources).

15 points

Sources are

generally ac-

ceptable but

not peer-re-

viewed re-

search (evi-

dence) based.

References

Wikipedia or

other unreli-

able websites

regularly.

13 points

Few sources

supporting

proposal.

Sources in-

significant or

unsubstanti-

ated. Fails to

meet mini-

mum re-

quired

source

expecta-

tions.

0 points

No refer-

ences

incorpo-

rated.

10 points

Strong re-

view of key

conclusions.

Strong inte-

gration with

thesis state-

ment.

Insightful

discussion

of impact of

the research

material on

the topic

presented.

8.5 points

Strong re-

view of key

conclusions.

Strong inte-

gration with

thesis state-

ment.

Discusses

impact of re-

searched

material on

the topic

presented.

7.5 points

Review of key

conclusions.

Some integra-

tion with thesis

statement.

Discusses the

impact of the

researched ma-

terial on the

topic

presented.

6.5 points

Does not

summarize

evidence

with respect

to thesis

statement.

Does not

discuss the

impact of re-

search mate-

rial on the

topic

presented.

0 points

No clear

conclusion

provided.

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Grammar

&

Mechani

cs

/ 1010 points

The paper is

free of

grammatical

errors, spell-

ing errors

and punctu-

ation errors.

8.5 points

Grammatical

errors or

spelling and

punctuation

errors are

rare and do

not detract

from the

paper.

7.5 points

A few gram-

matical, spell-

ing, or punctu-

ation errors are

made and in-

terfere with

the reading of

the paper.

6.5 points

Grammatical

errors or

spelling and

punctuation

substantially

detract from

the paper.

0 points

Not written

at the gradu-

ate level.

Total / 100

Criteria Exemplary Accomplished Developing Beginning
Did Not
Attempt

Criterion
Score

Writing

Style and

Commun

ication –

APA

Format

/ 1010 points

No errors in

writing style

are made.

Scholarly

writing is

maintained

throughout.

Writing is

flowing and

easy to fol-

low. All ref-

erences and

citations are

correctly

written and

present.

8.5 points

Minor errors

in writing

style are

made, but

they do not

detract

from the pa-

per.

Scholarly

writing style

is main-

tained

throughout.

Writing has

minimal

awkward or

unclear pas-

sages.

One refer-

ence or cita-

tion missing

from paper

or reference

list,

or errors are

made on ref-

erence list.

7.5 points

Errors in writ-

ing style are

noticable.

Word choice

occasionally

uses an infor-

mation tone of

voice. Writing

has a few awk-

ward or un-

clear passages.

Two references

or

citations are

missing from

the paper or

references list.

Errors are

made on the

references list.

6.5 points

Errors in

writing style

detract sub-

stantially

from

the paper.

Word choice

is informal in

tone.

Writing is

choppy, with

many awk-

ward or un-

clear

passages.

References

and citation

errors de-

tract

significantly

from the

paper.

0 points

A consistent

writing style

is not used

within

paper.

Writing is

choppy and

unclear.

Referencing

and citation

errors se-

verely

detract from

the presen-

tation of the

paper.

Overall Score

Exemplary
90 points
minimum

Accomplished
80 points
minimum

Developing
70 points
minimum

Beginning
60 points
minimum

Did Not

Attempt
0 points minimum

November 6, 2026
[Solved] Root Case Analysis

✓ Verified Academic Solution Available

Executive Solution Overview

**Review** the content of the attached Case Study. **Complete** the Root Case Analysis Template utilizing the information described in the Case Study. – Be certain that you complete all relevant sections of template. If there are segments of – the template that do not require a reply, be certain to …

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**Review** the content of the attached Case Study.

**Complete** the Root Case Analysis Template utilizing the information described in the Case Study.

– Be certain that you complete all relevant sections of template. If there are segments of
– the template that do not require a reply, be certain to include N/A (i.e., not applicable).
– Provide a rigorous and complete analysis of the Case Study.
– Your proposed Plan of Action for each representative section of the template should be clearly stated.

**Note**: Please remember to apply APA and treat your assingment as any graduate level paper. Cite appropriately and demonstrate use of proper grammar and spelling. Be specific while citing theories learned in our course, in both the lectures and textbook and in applicable research articles and other outside research. **Click** the Assignment files tab to submit your assignment

Link to Website

https://digitalassets.jointcommission.org/api/public/content/3559a1e9d41842348122ca1f2c627e96?v=291853c9

– [\
\
Risk_Management_and_Quality_Improvement_Interventions_in_Hea.docx](https://www.sweetstudy.com/files/risk-management-and-quality-improvement-interventions-in-hea-docx "Risk_Management_and_Quality_Improvement_Interventions_in_Hea.docx")
– [\
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rca_framework_101017.pdf](https://www.sweetstudy.com/files/rca-framework-101017-pdf-10537943 "rca_framework_101017.pdf")

November 6, 2026
[Solved] Business & Finance – Financial markets Business 570 AVE Managerial Finance ( Weekely Assignment 6 )

✓ Verified Academic Solution Available

Executive Solution Overview

[>Financial markets homework help](https://www.sweetstudy.com/fields/business-finance-financial-markets) Weekly Assignment # 6 Corporate Tax What changes were made to corporate taxes in the Tax Cut & Jobs Act of 2017, and what changes, if any, did it make to the tax burden on the company you are ana…

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[>Financial markets homework help](https://www.sweetstudy.com/fields/business-finance-financial-markets)

Weekly Assignment # 6

Corporate Tax

What changes were made to corporate taxes in the Tax Cut & Jobs Act of 2017, and what changes, if any, did it make to the tax burden on the company you are analyzing in this course.

Were there changes to what you discovered in Paragraph 1, from subsequent changes to our tax law during the Biden Administration?

How does US tax law regarding corporate profits compare to other modern economies? (i.e., Japan, Great Britain, Europe).

What evidence do you have of tax law influencing your corporation’s capital structure? Have they been encouraged to take on a higher or lower percentage of debt compared to equity?

– [\
\
WeeklyAssignment6.docx](https://www.sweetstudy.com/files/weeklyassignment6-docx "WeeklyAssignment6.docx")

November 6, 2026
[Solved] management discussion

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) This week you've learned about the manager's role in conflict resolution and the behavioral skills needed to engage conflict constructively. Now it's time to apply these concepts to a real leadership challenge…

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

This week you've learned about the manager's role in conflict resolution and the behavioral skills needed to engage conflict constructively. Now it's time to apply these concepts to a real leadership challenge.

#### **For Your Initial Post (300-400 words):**

**Think of a conflict between two employees (or coworkers) that you witnessed or were involved in.** This could be:

– A disagreement about work processes or responsibilities
– Interpersonal tension affecting team dynamics
– A performance issue creating friction
– Competing priorities or resource conflicts

**Address the following:**

1. **Describe the situation briefly (2-3 sentences):**
– Who was involved?
– What was the conflict about?
– What was your role (manager, coworker, observer)?
2. **Apply the "conflict ownership" framework (using Mitchell & Gamlem Chapter 9):**
– Whose conflict was it? Who should have been responsible for resolving it?
– Did the situation require managerial intervention? Why or why not?
– If intervention was needed, what role was most appropriate?
– **Coach** (helping someone develop skills)?
– **Counselor** (addressing performance or behavior issues)?
– **Mediator** (facilitating resolution between parties)?
– **Decision-maker** (making a judgment call)?
3. **Analyze the behaviors (using Runde & Flanagan Chapter 4):**
– What **constructive behaviors** were present (perspective-taking, creating solutions, expressing emotions appropriately, reaching out)?
– What **destructive behaviors** escalated the conflict (blaming, attacking, avoiding, dismissing)?
– Give at least one specific example of each.
4. **Propose a better approach:**
– If you could replay this situation, what would you do differently?
– What specific constructive behavior from Runde & Flanagan Chapter 4 would you use?
– How would this change the outcome?

#### **For Your Peer Responses (100-150 words each to 2 classmates):**

– **Offer an alternative perspective** on whether intervention was needed and what role would have been most effective
– **Identify a constructive behavior** from Runde & Flanagan that your classmate didn't mention but could have helped
– **Ask a probing question** that helps them think more deeply about conflict ownership or behavioral strategies

**Avoid generic responses like "Great post!" or "I agree."**

#### Tips for Success:

✅ **Be specific about roles:** Don't just say "someone should have intervened." Explain whether coaching, counseling, mediation, or decision-making was needed.

✅ **Use behavioral examples:** Instead of "they were destructive," say "Person A blamed Person B repeatedly, saying 'This is all your fault' rather than using 'I statements' to express concerns."

✅ **Connect to frameworks:** Show you understand the readings by explicitly referencing conflict ownership, the four constructive behaviors, and destructive behaviors to avoid.

✅ **Be honest about mistakes:** If you were the manager and didn't intervene when you should have (or intervened when you shouldn't have), own it and explain what you learned.

Example of Strong Integration:

**Instead of:** "Two coworkers were fighting and the manager should have done something."

**Try:** "Two team members, Sarah and James, disagreed about project priorities. Sarah wanted to focus on client deliverables; James insisted we needed to update internal documentation first. As their supervisor, I initially stayed out of it, thinking they should resolve it themselves (conflict ownership). However, the tension affected the entire team's productivity, and neither had the authority to make the final call—this was MY conflict to resolve as the decision-maker (Mitchell & Gamlem, p. XX). When I finally intervened, I made the mistake of immediately announcing my decision without hearing their perspectives. This was a destructive behavior—'demeaning others' by dismissing their input (Runde & Flanagan, Section 4.4). A better approach would have been to use perspective-taking: meet with each individually to understand their underlying interests, then facilitate a conversation where we could create solutions together (Runde & Flanagan, Section 4.2). I could have said, 'I hear that you both care deeply about our success. Sarah, you're concerned about client satisfaction. James, you're concerned about long-term efficiency. Let's explore options that address both concerns.'"

November 6, 2026
[Solved] Greenwashing Discussion Post

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Give an example of a company that you believe is greenwashing the marketing of its products. Explain the activities the company is involved in.

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Give an example of a company that you believe is greenwashing the marketing of its products. Explain the activities the company is involved in.

November 6, 2026
[Solved] Creating a plan to Reduce Stress in the workplace.

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[>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) – Creating a plan to Reduce Stress in the workplace **files (3)** – ## HowtoWriteanAnnotatedBibliography21.pdf – ## WeekFinalProjectInstructions.docx – ## MAN3326APAFinalPaperTemplate21.docx **## HowtoWriteanA…

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[>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

– Creating a plan to Reduce Stress in the workplace

**files (3)**

– ## HowtoWriteanAnnotatedBibliography21.pdf

– ## WeekFinalProjectInstructions.docx

– ## MAN3326APAFinalPaperTemplate21.docx

**## HowtoWriteanAnnotatedBibliography21.pdf**

Writing an Annotated Bibliography

What is an annotated bibliography?

This is an organized list of sources (references cited), such as books, journals,
newspapers, magazines, Web Pages, etc., each of which is followed by an annotation
or description of each item.

Annotations may consist of all or part of the following list of items, depending on
the purpose of the bibliography:

• describe the content (focus) of the item
• describe the usefulness of the item
• discuss any limitations that the item may have, e.g. grade level, timeliness etc.
• describe what audience the item is intended for
• evaluate the methods (research) used in the item
• evaluate the reliability of the item
• discuss the author’s background
• discuss any conclusions the author(s) may have made
• describe your reaction to the item

What is the purpose of an annotated bibliography?

Depending on the assignment the annotated bibliography may serve a number of
purposes. Including but not limited to:

• a review of the literature on a particular subject
• illustrate the quality of research that you have done
• provide examples of the types of sources available
• describe other items on a topic that may be of interest to the reader
• explore the subject for further research

How is an annotation different than an abstract?

Abstracts are typically descriptive summaries of academic articles or other scholarly
publications. Annotations are descriptive and also critical. Annotations are more
likely to offer a point of view and not just describe an item.

What does an annotated bibliography look like?

You write and arrange the bibliographic entries (citations) just as you would any other
bibliography. This is usually arranged alphabetically by the first word, which is
typically the author’s last name. The annotation may then immediately follow the
bibliographic information or may skip one or two lines depending on the style manual
that is used. Remember to be brief and include only directly significant information
and write in an efficient manner.

**## WeekFinalProjectInstructions.docx**

For your final project, you will be an I/O Consultant preparing to advise the manager or CEO about an issue directly relating to their organization.

You will be researching a specific topic related to I/O Psychology that would be useful and informative to a manager or CEO of a company. You will synthesize your findings from the research literature and present them as if you were advising that manager or CEO on that issue.

First you will find at least four journal articles on your chosen topic and write an annotated bibliography summarizing each article. Finally, you will then synthesize your findings in a 3 to 4-page summary paper of what you found, the pros and cons found in the research, and your recommendation to the manager or CEO concerning this issue in their organization.

For example, you could select several articles on workplace violence and write an annotated bibliography of each summarizing their main points in non-research language, including agreements and disagreements on particular findings. Next, the summary paper should explain why this particular topic is important to the workplace and how the organization’s leaders and employees can use the information. Additionally, you will make suggestions for this organization based on your research findings. The paper should be presented in a professional way, nicely formatted, free of spelling and grammatical errors, and presented in a clear and structured way.

**Topic:** Create a plan to reduce workplace anxiety.

**Annotated Bibliography:**

This bibliography should include the four research articles you will use for your paper. These articles need to be on the previously approved topic for the research summary. For each article, you need to provide.

· The citation in APA style

· A brief (no more than 1 page) summary of each article. The summary should include: The basic premise and research question of the study

· The methodology

· Results

· Conclusions

Final Project TEMPLATE –

**Summary Paper:**

Your paper should not simply be a summary of your articles (as you did that in the annotated bibliography). Rather, it should be geared at professionals who do not have in-depth knowledge of research, but know something about management and organizations. You could pretend you are the personnel director of a company and are presenting to a group of managers. Your summary paper should convey the information gained from the research literature in an organized way and should make an argument for why this topic is important for managers to pay attention to. Also, I would like to see you make some recommendations for action.

APA Style: All submissions must be written in APA format. Basically, this means that the references must be written in APA style, all assignments must be written in 12-point font, double-spaced, with 1-inch margins.

References:

Aamodt, M. G. (2022). Industrial/organizational psychology: An applied approach (9th ed.). Cengage Learning.

**## MAN3326APAFinalPaperTemplate21.docx**

1

2

**Title of the Paper**

Student Name Here

Department of Psychology, Keiser University

Course Code: Course Title

Professors Name

Due Date

**Annotated Bibliography**

Goldschneider, F. K., Waite, L. J., & Witsberger, C. (1986). Non-family living

and the erosion of traditional family orientations among young adults.
_American Sociological Review, 51_, 541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that non-family living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles (Goldschneider et al., 1986). They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams shows no significant gender differences in sex role attitudes as a result of non-family living (Goldschneider et al., 1986).

Sewell, W. (1989). Weaving a program: Literate programming in WEB.

Van Nostrand Reinhold.

Sewell explains the code language within these pages including certain lines of code as examples (Sewell, 1989). One useful idea that Sewell uses is to explain characters and how they work in the programming of a Web Page. He also goes through and describes how to make lists and a title section (Sewell, 1989). This will be very useful because all Web Pages have a title section. This author also introduces Pascal and I can decide whether this will be helpful to future users. This book will not be the basis of my manual but will add some key points, which are described above (Sewell, 1989).

YOU MUST INCLUDE A TOTAL OF 4 ANNOTATED BIBS (example includes only 2)

**Title of Your Paper**

Here you will put your introduction section to the paper. You do not need to have citations in the introduction section.

**Results**

Here you will tell us the results of your research. Make sure to support your section with citations.

**Recommendations**

Here you will tell us what recommendations you have based on your research findings. Make sure to support your section with citations.

**Conclusion**

Here you will put your conclusion. You should not have any new information, and you do not need to have any support in the section.

**References**

‌

**## MAN3326APAFinalPaperTemplate21.docx**

1

2

**Title of the Paper**

Student Name Here

Department of Psychology, Keiser University

Course Code: Course Title

Professors Name

Due Date

**Annotated Bibliography**

Goldschneider, F. K., Waite, L. J., & Witsberger, C. (1986). Non-family living

and the erosion of traditional family orientations among young adults.
_American Sociological Review, 51_, 541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that non-family living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles (Goldschneider et al., 1986). They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams shows no significant gender differences in sex role attitudes as a result of non-family living (Goldschneider et al., 1986).

Sewell, W. (1989). Weaving a program: Literate programming in WEB.

Van Nostrand Reinhold.

Sewell explains the code language within these pages including certain lines of code as examples (Sewell, 1989). One useful idea that Sewell uses is to explain characters and how they work in the programming of a Web Page. He also goes through and describes how to make lists and a title section (Sewell, 1989). This will be very useful because all Web Pages have a title section. This author also introduces Pascal and I can decide whether this will be helpful to future users. This book will not be the basis of my manual but will add some key points, which are described above (Sewell, 1989).

YOU MUST INCLUDE A TOTAL OF 4 ANNOTATED BIBS (example includes only 2)

**Title of Your Paper**

Here you will put your introduction section to the paper. You do not need to have citations in the introduction section.

**Results**

Here you will tell us the results of your research. Make sure to support your section with citations.

**Recommendations**

Here you will tell us what recommendations you have based on your research findings. Make sure to support your section with citations.

**Conclusion**

Here you will put your conclusion. You should not have any new information, and you do not need to have any support in the section.

**References**

‌

**## HowtoWriteanAnnotatedBibliography21.pdf**

Writing an Annotated Bibliography

What is an annotated bibliography?

This is an organized list of sources (references cited), such as books, journals,
newspapers, magazines, Web Pages, etc., each of which is followed by an annotation
or description of each item.

Annotations may consist of all or part of the following list of items, depending on
the purpose of the bibliography:

• describe the content (focus) of the item
• describe the usefulness of the item
• discuss any limitations that the item may have, e.g. grade level, timeliness etc.
• describe what audience the item is intended for
• evaluate the methods (research) used in the item
• evaluate the reliability of the item
• discuss the author’s background
• discuss any conclusions the author(s) may have made
• describe your reaction to the item

What is the purpose of an annotated bibliography?

Depending on the assignment the annotated bibliography may serve a number of
purposes. Including but not limited to:

• a review of the literature on a particular subject
• illustrate the quality of research that you have done
• provide examples of the types of sources available
• describe other items on a topic that may be of interest to the reader
• explore the subject for further research

How is an annotation different than an abstract?

Abstracts are typically descriptive summaries of academic articles or other scholarly
publications. Annotations are descriptive and also critical. Annotations are more
likely to offer a point of view and not just describe an item.

What does an annotated bibliography look like?

You write and arrange the bibliographic entries (citations) just as you would any other
bibliography. This is usually arranged alphabetically by the first word, which is
typically the author’s last name. The annotation may then immediately follow the
bibliographic information or may skip one or two lines depending on the style manual
that is used. Remember to be brief and include only directly significant information
and write in an efficient manner.

**## WeekFinalProjectInstructions.docx**

For your final project, you will be an I/O Consultant preparing to advise the manager or CEO about an issue directly relating to their organization.

You will be researching a specific topic related to I/O Psychology that would be useful and informative to a manager or CEO of a company. You will synthesize your findings from the research literature and present them as if you were advising that manager or CEO on that issue.

First you will find at least four journal articles on your chosen topic and write an annotated bibliography summarizing each article. Finally, you will then synthesize your findings in a 3 to 4-page summary paper of what you found, the pros and cons found in the research, and your recommendation to the manager or CEO concerning this issue in their organization.

For example, you could select several articles on workplace violence and write an annotated bibliography of each summarizing their main points in non-research language, including agreements and disagreements on particular findings. Next, the summary paper should explain why this particular topic is important to the workplace and how the organization’s leaders and employees can use the information. Additionally, you will make suggestions for this organization based on your research findings. The paper should be presented in a professional way, nicely formatted, free of spelling and grammatical errors, and presented in a clear and structured way.

**Topic:** Create a plan to reduce workplace anxiety.

**Annotated Bibliography:**

This bibliography should include the four research articles you will use for your paper. These articles need to be on the previously approved topic for the research summary. For each article, you need to provide.

· The citation in APA style

· A brief (no more than 1 page) summary of each article. The summary should include: The basic premise and research question of the study

· The methodology

· Results

· Conclusions

Final Project TEMPLATE –

**Summary Paper:**

Your paper should not simply be a summary of your articles (as you did that in the annotated bibliography). Rather, it should be geared at professionals who do not have in-depth knowledge of research, but know something about management and organizations. You could pretend you are the personnel director of a company and are presenting to a group of managers. Your summary paper should convey the information gained from the research literature in an organized way and should make an argument for why this topic is important for managers to pay attention to. Also, I would like to see you make some recommendations for action.

APA Style: All submissions must be written in APA format. Basically, this means that the references must be written in APA style, all assignments must be written in 12-point font, double-spaced, with 1-inch margins.

References:

Aamodt, M. G. (2022). Industrial/organizational psychology: An applied approach (9th ed.). Cengage Learning.

**## MAN3326APAFinalPaperTemplate21.docx**

1

2

**Title of the Paper**

Student Name Here

Department of Psychology, Keiser University

Course Code: Course Title

Professors Name

Due Date

**Annotated Bibliography**

Goldschneider, F. K., Waite, L. J., & Witsberger, C. (1986). Non-family living

and the erosion of traditional family orientations among young adults.
_American Sociological Review, 51_, 541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that non-family living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles (Goldschneider et al., 1986). They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams shows no significant gender differences in sex role attitudes as a result of non-family living (Goldschneider et al., 1986).

Sewell, W. (1989). Weaving a program: Literate programming in WEB.

Van Nostrand Reinhold.

Sewell explains the code language within these pages including certain lines of code as examples (Sewell, 1989). One useful idea that Sewell uses is to explain characters and how they work in the programming of a Web Page. He also goes through and describes how to make lists and a title section (Sewell, 1989). This will be very useful because all Web Pages have a title section. This author also introduces Pascal and I can decide whether this will be helpful to future users. This book will not be the basis of my manual but will add some key points, which are described above (Sewell, 1989).

YOU MUST INCLUDE A TOTAL OF 4 ANNOTATED BIBS (example includes only 2)

**Title of Your Paper**

Here you will put your introduction section to the paper. You do not need to have citations in the introduction section.

**Results**

Here you will tell us the results of your research. Make sure to support your section with citations.

**Recommendations**

Here you will tell us what recommendations you have based on your research findings. Make sure to support your section with citations.

**Conclusion**

Here you will put your conclusion. You should not have any new information, and you do not need to have any support in the section.

**References**

‌

**## HowtoWriteanAnnotatedBibliography21.pdf**

Writing an Annotated Bibliography

What is an annotated bibliography?

This is an organized list of sources (references cited), such as books, journals,
newspapers, magazines, Web Pages, etc., each of which is followed by an annotation
or description of each item.

Annotations may consist of all or part of the following list of items, depending on
the purpose of the bibliography:

• describe the content (focus) of the item
• describe the usefulness of the item
• discuss any limitations that the item may have, e.g. grade level, timeliness etc.
• describe what audience the item is intended for
• evaluate the methods (research) used in the item
• evaluate the reliability of the item
• discuss the author’s background
• discuss any conclusions the author(s) may have made
• describe your reaction to the item

What is the purpose of an annotated bibliography?

Depending on the assignment the annotated bibliography may serve a number of
purposes. Including but not limited to:

• a review of the literature on a particular subject
• illustrate the quality of research that you have done
• provide examples of the types of sources available
• describe other items on a topic that may be of interest to the reader
• explore the subject for further research

How is an annotation different than an abstract?

Abstracts are typically descriptive summaries of academic articles or other scholarly
publications. Annotations are descriptive and also critical. Annotations are more
likely to offer a point of view and not just describe an item.

What does an annotated bibliography look like?

You write and arrange the bibliographic entries (citations) just as you would any other
bibliography. This is usually arranged alphabetically by the first word, which is
typically the author’s last name. The annotation may then immediately follow the
bibliographic information or may skip one or two lines depending on the style manual
that is used. Remember to be brief and include only directly significant information
and write in an efficient manner.

**## WeekFinalProjectInstructions.docx**

For your final project, you will be an I/O Consultant preparing to advise the manager or CEO about an issue directly relating to their organization.

You will be researching a specific topic related to I/O Psychology that would be useful and informative to a manager or CEO of a company. You will synthesize your findings from the research literature and present them as if you were advising that manager or CEO on that issue.

First you will find at least four journal articles on your chosen topic and write an annotated bibliography summarizing each article. Finally, you will then synthesize your findings in a 3 to 4-page summary paper of what you found, the pros and cons found in the research, and your recommendation to the manager or CEO concerning this issue in their organization.

For example, you could select several articles on workplace violence and write an annotated bibliography of each summarizing their main points in non-research language, including agreements and disagreements on particular findings. Next, the summary paper should explain why this particular topic is important to the workplace and how the organization’s leaders and employees can use the information. Additionally, you will make suggestions for this organization based on your research findings. The paper should be presented in a professional way, nicely formatted, free of spelling and grammatical errors, and presented in a clear and structured way.

**Topic:** Create a plan to reduce workplace anxiety.

**Annotated Bibliography:**

This bibliography should include the four research articles you will use for your paper. These articles need to be on the previously approved topic for the research summary. For each article, you need to provide.

· The citation in APA style

· A brief (no more than 1 page) summary of each article. The summary should include: The basic premise and research question of the study

· The methodology

· Results

· Conclusions

Final Project TEMPLATE –

**Summary Paper:**

Your paper should not simply be a summary of your articles (as you did that in the annotated bibliography). Rather, it should be geared at professionals who do not have in-depth knowledge of research, but know something about management and organizations. You could pretend you are the personnel director of a company and are presenting to a group of managers. Your summary paper should convey the information gained from the research literature in an organized way and should make an argument for why this topic is important for managers to pay attention to. Also, I would like to see you make some recommendations for action.

APA Style: All submissions must be written in APA format. Basically, this means that the references must be written in APA style, all assignments must be written in 12-point font, double-spaced, with 1-inch margins.

References:

Aamodt, M. G. (2022). Industrial/organizational psychology: An applied approach (9th ed.). Cengage Learning.

**## MAN3326APAFinalPaperTemplate21.docx**

1

2

**Title of the Paper**

Student Name Here

Department of Psychology, Keiser University

Course Code: Course Title

Professors Name

Due Date

**Annotated Bibliography**

Goldschneider, F. K., Waite, L. J., & Witsberger, C. (1986). Non-family living

and the erosion of traditional family orientations among young adults.
_American Sociological Review, 51_, 541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that non-family living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles (Goldschneider et al., 1986). They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams shows no significant gender differences in sex role attitudes as a result of non-family living (Goldschneider et al., 1986).

Sewell, W. (1989). Weaving a program: Literate programming in WEB.

Van Nostrand Reinhold.

Sewell explains the code language within these pages including certain lines of code as examples (Sewell, 1989). One useful idea that Sewell uses is to explain characters and how they work in the programming of a Web Page. He also goes through and describes how to make lists and a title section (Sewell, 1989). This will be very useful because all Web Pages have a title section. This author also introduces Pascal and I can decide whether this will be helpful to future users. This book will not be the basis of my manual but will add some key points, which are described above (Sewell, 1989).

YOU MUST INCLUDE A TOTAL OF 4 ANNOTATED BIBS (example includes only 2)

**Title of Your Paper**

Here you will put your introduction section to the paper. You do not need to have citations in the introduction section.

**Results**

Here you will tell us the results of your research. Make sure to support your section with citations.

**Recommendations**

Here you will tell us what recommendations you have based on your research findings. Make sure to support your section with citations.

**Conclusion**

Here you will put your conclusion. You should not have any new information, and you do not need to have any support in the section.

**References**

‌

November 6, 2026
[Solved] Business Finance – Management week 2 2nd assignment

✓ Verified Academic Solution Available

Executive Solution Overview

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

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Assignment Prompt & Instructions

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November 6, 2026
[Solved] Business & Finance – Financial markets Business 570 AVE Managerial Finance ( Weekely assignment 7)

✓ Verified Academic Solution Available

Executive Solution Overview

[>Financial markets homework help](https://www.sweetstudy.com/fields/business-finance-financial-markets) Week 7 Weekly Assignment Find a recent (within the last 4 years, the more recent the better) example of: – an IPO, – a seasoned equity offering and – a Leveraged Buyout. For each of the 3 scenari…

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Assignment Prompt & Instructions

[>Financial markets homework help](https://www.sweetstudy.com/fields/business-finance-financial-markets)

Week 7 Weekly Assignment

Find a recent (within the last 4 years, the more recent the better) example of:

– an IPO,
– a seasoned equity offering and
– a Leveraged Buyout.

For each of the 3 scenarios above, describe the details of the transaction, who the principal players were, and what the effects were on the company.

Be sure to include the benefits to the original owners in the IPO, and the effects on existing shareholders in the seasoned equity offering.

Is there a way that you or I could have participated in the LBO? If so, how. If not, why not?

– [\
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Week7WeeklyAssignment.docx](https://www.sweetstudy.com/files/week7weeklyassignment-docx "Week7WeeklyAssignment.docx")

November 6, 2026
[Solved] week 2 2st

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