Paper Writing Services (Central Time) on Friday of each week. Two additional responses are required after Friday of each week. Students are ghly encouraged to

Abstract
collegiate level with no errors in spelling or grammar. Response covers most topics indicated in the assignment. The writing was of collegiate level with one or less errors in spelling or grammar. Response covers many topics indicated in the assignment. The writing was of collegiate level with two or less errors in spelling or grammar. Response covers none

The Discussion Board (DB) is part of the core of online learning. Classroom discussion in an online environment requires the active participation of students and the instructor to create robust interaction and dialogue. Every student is expected to create an original response to the open-ended DB question as well as engage in dialogue by responding to posts created by others throughout the week. At the end of each unit, DB participation will be assessed based on both level of engagement and the quality of the contribution to the discussion. At a minimum, each student will be expected to post an original and thoughtful response to the DB question and contribute to the weekly dialogue by responding to at least two other posts from students. The first contribution must be posted before midnight (Central Time) on Friday of each week. Two additional responses are required after Friday of each week. Students are ghly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation. The purpose of the Discussion Board is to allow students to learn through sharing ideas and experiences as they relate to course content and the DB question. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit. Some organizations have gone as far as inserting radio-frequency identification (RFID) cps into their employees to control their access into secure areas and to monitor their movement and location. As the popularity and use of RFID tags increase, the concern about these devices also continues to grow. Response covers all topics indicated in the assignment and adds additional content. The writing was of collegiate level with no errors in spelling or grammar. Response covers most topics indicated in the assignment. The writing was of collegiate level with one or less errors in spelling or grammar. Response covers many topics indicated in the assignment. The writing was of collegiate level with two or less errors in spelling or grammar. Response covers none to some of the topics indicated in the assignment. The writing was less than collegiate level with errors in spelling or grammar. Multiple learner interactions per week that add to the discussion. Responses show evidence of critical analysis with questions to other classmates. At least three learner interactions per week that add to the discussion. Responses show evidence of critical analysis. No less than two learner interactions per week that add to the discussion. Responses show evidence of critical analysis. Zero to one learner interaction per week in the discussion board. Response lacks evidence of critical analysis. Analysis exceeded minimum requirements. Appropriate sources were used to support analysis and were properly referenced. Basic analysis provided to support discussion. When appropriate to support discussion, appropriate sources were cited and properly referenced. Some limited analysis provided to support discussion. When appropriate to support discussion, sources were cited, appropriate, and properly referenced. No or inaccurate analysis, no sources were cited when needed, analysis and/or sources were not appropriate. When sources used, were not properly referenced.

Sample references
  • (‘Cohen, B. 2006. Urbanization in developing countries: Current trends, future projections, and key challenges for sustainability. Technology in Society 28:63-80.’,)
  • (‘Colquhoun, H., Leeman, J., Michie, S., Lokker, C., Bragge, P., Hempel, S., … &’,)
  • (‘Christy, J. R., R. W. Spencer, W. B. Norris, and W. D. Braswell. 2003. Error estimates of version 5.0 of MSU-AMSU bulk atmospheric temperatures. Journal of Atmospheric and Oceanic Technology 20:613-629.’,)
  • (‘Gregory, P. J., S. N. Johnson, A. C. Newton, and J. S. Ingram. 2009. Integrating pests and pathogens into the climate change/food security debate. Journal of Experimental Botany 60(10):2827-2838.’,)

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