Evidence of Diversity, Equity

Congratulations! You made it to the definite week of the progress. Your callous effect accomplish pay off as you synthesize the effect you possess manufactured throughout the progress into the Signature Assignment. This latest enactment is a scheme for an instructional or luxuriance explanation naturalized on the scenario on which you possess been effecting for the total progress.

Remember that this prefatory progress has not tendered anything you could haply demand to recognize environing the ample end of instructional contemplation. You explored some aspects of the end and the processes despicable to the end. Some aspects of the end were upright introduced for raise reconsequence in another progress; other aspects of the end possess not equal been deranged. This is an overview progress, and you intent in upright that - an overview.

Thus, it is misapply that the Signature Enactment for an overview progress is, well-mannered, an overview; and that is upright what a scheme is - an overview. You accomplish tender a scheme for an instructional or luxuriance explanation outside necessarily giveing all of the components environing each ingredient of that explanation. Your scheme should apprehend the aftercited ingredients:

  • Scenario (Week 2)
  • Learning Needs Toll (Week 2)
  • Learner Resolution (Week 3)
  • Learning Tenor Resolution (Week 3)
  • Performance Tenor Resolution (Week 3)
  • Task Resolution (Week 4)
  • Learning End (Week 5)
  • Learning Outcome(s) (Week 5)
  • Learning Objectives (Week 5)
  • Learner Toll (Week 6)
  • Learning Soul (Week 7)
  • Evidence of Diversity, Equity, Inclusion (Week 8)

Use a name for each of the requirements listed over. You can collect past environing using names by viewing the Name Levels Quick Guide (APA, n.d.) in Academic Writer, a after a while to which is serviceable in this week's media.

This enactment accomplish be reconsiderationed using the Signature Enactment Rubric serviceable in the Dropbox. Note that integrating feedback is a scored individual on this rubric. Be fast to consolidate feedback from earlier enactments, investigation any questions you possess give in the week so that you take a response in equal period for you to use the direction.

Congratulations frequently on completing the progress!

Length: 12-15 pages, excluding denomination and relation pages

References: Apprehend a incompleteness of 5 knowing media.

The totald enactment should teach considerate consequence of the ideas and concepts giveed in the progress by providing new thoughts and insights regarding straightly to this subject-matter. The willing should contemplate knowing congruity and give APA standards and should concur to Northcentral University's Academic Integrity Policy.

Upload your totald enactment and click the Submit to Dropbox rush.

Due DateJul 5, 2020 11:59 PMHide Rubrics

Rubric Name: ID-5000_Week8_GradingRubric

CriteriaExceeds Expectations (100%)
1 pointMeets Expectations (85%)
0.85 pointsNeeds Improvement (75%)
0.75 pointsNot Evident (0%)
0 pointsLearning Scenario

Describes collecting scenario after a while embracing components, including give and forthcoming states.

Describes collecting scenario, including give and forthcoming states, though added components would invigorate the name.

Attempts to depict collecting scenario, though name does not apprehend conducive counsel environing the give and forthcoming states.

Does not depict collecting scenario.

Learning Need

Analyzes the collecting demand in embracing component, including any divine, allowable, or gregarious factors that rule identification of the collecting demand.

Analyzes the collecting demand after a while some consequence for any divine, allowable, or gregarious factors that rule identification of the collecting demand, though added components would invigorate the resolution.

Attempts to awaken the collecting demand, though the demand is not one that can be addressed through luxuriance or instruction; there may be inequal consequence for any divine, allowable, or gregarious factors and/or components are defective or hinderive.

Does not awaken the collecting demand.

CriteriaExceeds Expectations (100%)
2 pointsMeets Expectations (85%)
1.7 pointsNeeds Improvement (75%)
1.5 pointsNot Evident (0%)
0 pointsLearner Analysis

Describes the target collecters and associated contemplation implications after a while embracing component, including what else demands to be recognizen environing the collecters, practicable sources of that demanded counsel, and consequence for dissonance and divine, allowable, and gregarious factors.

Describes the target collecters and associated contemplation implications, after a while equal consequence for what else demands to be recognizen environing the collecters, practicable sources of that demanded counsel, and consequence for dissonance and divine, allowable, and gregarious factors; added components would invigorate the name.

Attempts to depict the target collecters, though any associated contemplation implications are damage, inadequate, or hinderive.

Does not depict the target collecters.

CriteriaExceeds Expectations (100%)
1 pointMeets Expectations (85%)
0.85 pointsNeeds Improvement (75%)
0.75 pointsNot Evident (0%)
0 pointsLearning Tenor Analysis

Describes the material learning environment and associated contemplation implications after a while embracing components.

Describes the material learning environment and associated contemplation implications, though added components would invigorate the name.

Attempts to depict the material learning environment, though any associated contemplation implications are damage, inadequate, or hinderive.

Does not depict the collecting tenor.

Performance Tenor Analysis

Describes the material performance environment and associated contemplation implications after a while embracing components.

Describes the material performance environment and associated contemplation implications, though added components would invigorate the name.

Attempts to depict the material performance environment, though any associated contemplation implications are damage, inadequate, or hinderive.

Does not depict the act tenor.

CriteriaExceeds Expectations (100%)
3 pointsMeets Expectations (85%)
2.55 pointsNeeds Improvement (75%)
2.25 pointsNot Evident (0%)
0 pointsTask Analysis

Analyzes the drudgery in drastic component, including all sequential steps and any pre-requisite recognizeledge and skills; drudgery clgive relates to verified collecting demand.

Analyzes the drudgery, including most sequential steps and pre-requisite recognizeledge and skills; drudgery clgive relates to verified collecting demand; added components would invigorate the resolution.

Attempts to awaken the drudgery, though some steps or pre-requisite recognizeledge and skills are damage, inadequate, or hinderive; drudgery may not be clgive applicable to verified collecting demand.

Does not awaken the drudgery.

CriteriaExceeds Expectations (100%)
1 pointMeets Expectations (85%)
0.85 pointsNeeds Improvement (75%)
0.75 pointsNot Evident (0%)
0 pointsLearning Goal

Composes a collecting end after a while misapply end and diction; end is clgive harmonious after a while verified collecting demand.

Composes a collecting end after a while chiefly misapply end and diction; end is chiefly harmonious after a while verified collecting demand.

Attempts to constitute a collecting end, though end and diction are inmisapply for collecting end; end may not be harmonious after a while verified collecting demand.

Does not constitute a collecting end.

CriteriaExceeds Expectations (100%)
2 pointsMeets Expectations (85%)
1.7 pointsNeeds Improvement (75%)
1.5 pointsNot Evident (0%)
0 pointsLearning Objectives

Composes collecting objectives after a while misapply end and diction; objectives are clgive harmonious after a while collecting end.

Composes collecting objectives after a while chiefly misapply end and diction; objectives are chiefly harmonious after a while collecting end.

Attempts to constitute collecting objectives, though the end and diction are inmisapply for collecting objectives, which may not be harmonious after a while collecting end.

Does not constitute collecting objectives.

Assessment

Describes in embracing component twain formative and summative tolls aligned after a while the collecting end and objectives after a while serene and misapply consequence for dissonance and divine, allowable, or gregarious consequences.

Describes misapply formative and summative tolls after a while some consequence for dissonance and divine, allowable, or gregarious consequences; tolls are chiefly aligned after a while the collecting end and objectives; added components would invigorate the name.

Attempts to depict tolls, though formative or summative toll is omitted; alignment after a while collecting end and objectives is unclear; illiberal, if any, consequence is famous for dissonance and divine, allowable, or gregarious consequences.

Does not depict toll.

Learning Activity

Describes in embracing component a collecting soul clgive aligned to collecting objectives and toll, including relation to scaffolding granted to collecter; name clgive considers dissonance, equity, inclusion, divine, allowable, and gregarious factors.

Describes collecting soul aligned to collecting objectives and toll after a while some relation to scaffolding granted to collecter; name tenders some consequence of dissonance, equity, inclusion, divine, allowable, and gregarious factors; added components would invigorate the name.

Attempts to depict a collecting soul, though there are weighty problems after a while alignment to collecting objectives and toll; scaffolding is damage or impertinent; there is illiberal, if any, consequence for dissonance, equity, inclusion, divine, allowable, and gregarious factors.

Does not depict collecting soul.

Integration of Feedback

Feedback granted on earlier enactments is clgive consolidated throughout the contemplation scheme.

Most feedback granted on earlier enactments is consolidated throughout the contemplation scheme.

Feedback granted on earlier enactments is subordinately consolidated in the contemplation scheme and/or is consolidated defectively.

Does not consolidate feedback.

Articulation of Response

Final effect has few, if any, errors cognate to language, spelling, syntax, structure, citations, or relations.

Final effect has junior errors cognate to language, spelling, syntax, structure, citations, or relations; any errors give do not application readability or discernment of ideas.

Final effect has muddy errors cognate to language, spelling, syntax, structure, citations, or relations and/or errors negatively application readability and discernment of ideas.

Final effect has precarious errors cognate to language, spelling, syntax, structure, citations, or relations that hinder discernment of ideas.

Overall ScoreLevel 4
20 or pastLevel 3
17 or pastLevel 2
15 or pastLevel 1
0 or past

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