\n
• Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
• Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
• Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n

\n
• Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
• Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
• Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n

\n
• Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
• Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
• Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
• Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n

\n
• Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
• Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
• The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n

\n
• No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
• Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n

\n
• Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
• Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n

\n
• Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
• Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
• Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n

\n
• Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
• Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
• Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n

\n
• Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
• Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
• Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n

\n
• Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored<\/li>\n
• No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n

\n
• Exceeds minimum post requirements<\/li>\n
• Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.<\/li>\n
• Replies to a post posed by faculty and to a peer<\/li>\n
• Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n

\n
• Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days<\/li>\n
• Replies to a question posed by a peer<\/li>\n<\/ul>\n

  Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n

\n
• Meets expectations of 2 posts on 2 different days.<\/li>\n
• The main post is not made by the Wednesday deadline<\/li>\n
• Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n

\n
• Has only one post for the week<\/li>\n
• Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n

\n
• Does not post to the thread<\/li>\n
• No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n

\n
• 2-3 errors in APA format.<\/li>\n
• Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
• Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n

\n
• 4-5 errors in APA format.<\/li>\n
• Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
• Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n

\n
• 6-7 errors in APA format.<\/li>\n
• Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
• Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n

\n
• 8-10 errors in APA format.<\/li>\n
• Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
• Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n

\n
• Post contains greater than 10 errors in APA format.<\/li>\n
• Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
• Writing style does not facilitate communication.<\/li>\n
• The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

SOC 402 Week 1 Discussion 1 The Changing Structure of Work Recent SOC 402 Week 1 Discussion 1 The Changing Structure of Work Recent The Changing Structure of Work. 1st Post Due by Day 3. According to your textbook, approximately 90% of laborers in the United States worked on farms at the end of the […]<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-22894","post","type-post","status-publish","format-standard","hentry"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\n