Assignment Instructions

For this week’s paper, you will be using the information from your week 2 paper. In week 2, you were asked to explain to your employees what you were looking for in a budget. Now you are the employee and need to follow your own directions. Please prepare the budget report to give to your director. Refer to chapters 1 and 2 in Budgeting Basics and Beyond. You are free to skim through the rest of the book as well.

Please be aware, I am not asking you to prepare an actual budget. I would like a report describing what you need money for and why. While this is a fictitious report, you need to provide valid justifications for your requests. Chapter 19 provides an example of what a formal report should look like.

Your paper should be in proper APA format. Make sure to include your references!

Supporting Materials
http://ezproxy.apus.edu/login?url=http://library.books24x7.com/toc.asp?bookid=44987 (1 KB)

Undergraduate Research Paper Rubric

Undergraduate research is becoming more important in higher education as evidence is accumulating that clear, inquiry-based learning, scholarship, and creative accomplishments can and do foster effective, high levels of student learning. This curricular innovation includes identifying a concrete investigative problem, carrying out the project, and sharing findings with peers. The following standards describe effective research papers.

Standards 5 – 4
Exemplary 3 – 2
Satisfactory 1-0
Unacceptable Score Weight Total Score
Abstract Clearly states problem and question to be resolved; clearly summarizes method, results, and conclusions Summarizes problem, method, results, and conclusions but lacks some details Is vague about the problem; does not provide a summary of the whole project
X 1
Introduction Provides background research into the topic and summarizes important findings from the review of the literature; describes problem to be solved; justifies the study; explains the significance of the problem to an audience of non-specialists Provides background research into the topic and describes the problem to be solved Provides background research into the topic but does not describe the problem to be solved; gives insufficient or nonexistent explanation of details to non-specialists

X 1
Discussion Addresses the topic with clarity; organizes and synthesizes information; draws conclusions Addresses the topic; lacks substantive conclusions; sometimes digresses from topic of focus Provides little to no clarity in formulating conclusions and/or organization, X 10
Summary Presents a clear logical explanation for findings, recommendations and/or implications for future research and/or application Presents a logical explanation for findings Does not adequately explain findings
X 1
Mechanics and documentation Is free or almost free of errors of grammar, spelling, and writing mechanics; appropriately documents sources Has errors but they don’t represent a major distraction; documents sources Has errors that obscure meaning of content or add confusion; neglects important sources or documents few to no sources
X 7
Grand Total ___________________

Management Program
Rubric for Graduate Writing

Writing Style and Grammar – Total Possible Points this section _20_
Above Standard = 8
Requires No Improvement Standard = 7 pts
Requires Improvement Approaching Standard
= 6 pts
Requires Revision Failing = 5 or less
Requires Significant Revision
Tone, Voice & Style Convincing academic and scholarly voice; sophisticated and varied sentence structure; vocabulary and tone that engages reader and conveys high mastery of subject; specific and appropriate audience is addressed; language is gender and culturally sensitive. Strong academic and scholarly voice that might be more consistent; sentence structure and vocabulary may need variation; language is gender and culturally sensitive; the level of sophistication in this category is less than above standard. Attempts made to sound academic, but diction is occasionally inappropriate interfering with meaning; sentence structure conveys meaning, is average in complexity;
language might be more gender and culturally sensitive. Author’s voice is rarely or never academic or scholarly, but instead is conversational or otherwise inappropriate; vocabulary and tone may be inappropriate; sentence structure is elementary; frivolous word usage may be employed; language is rarely or never gender and culturally sensitive.
Above Standard = 7
Requires No Improvement Standard = 6 pts
Requires Improvement Approaching Standard
= 5 pts
Requires Revision Failing = 4 or less
Requires Significant Revision
Spelling, Sentence Structure, & Mechanics Strong command of spelling and grammar, including verb tense, subject-verb agreement and punctuation; complex sentence structure with no mechanical errors to interfere with meaning. Strong command of spelling and grammar, including verb tense, subject-verb agreement and punctuation; sentence structures with few mechanical errors. Spelling and grammatical errors including verb tense, subject-verb agreement, incomplete sentences and punctuation problems that interfere with meaning. Rarely or never makes proper use of spelling and grammar, including verb tense, subject-verb agreement, complete sentences and punctuation which greatly interfere with meaning.
Above Standard = 5
Requires No Improvement Standard = 4 pts
Requires Improvement Approaching Standard
= 3 pts
Requires Revision Failing = 2 or less
Requires Significant Revision
Organization Paragraphs are economical, clear and concise with transitions, which flow seamlessly from one idea to another and encourage reader to continue reading. Paragraphs are clear and concise; transitions flow from one idea to another, but might be improved. Lacks clarity and focus in paragraph construction; transitions are awkward. Little or no clarity or focus in paragraph construction; transitions are difficult or non-existent; overall presentation is disorderly and confusing.
WSG Points:
Comments or Notes:
Manuscript and APA Formatting – Total possible points This Section _20_
Above Standard = 5
Requires No Improvement Standard = 4.25 pts
Requires Improvement Approaching Standard
= 3.5 pts
Requires Revision Failing = 3 or less pts
Requires Significant Revision
Manuscript Preparation The work represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers The work often represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers The work sometimes represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers The work rarely or never represents proper manuscript preparation and presentation in current editorial style as determined by the instructor (APA 6th Ed. or SPS Publishing Style), including, but not limited to the use of margins, font, indents, paragraph format, line spaces, punctuation, and representation of numbers
Manuscript Organization The author organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or required by the instructor The author often organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or required by the instructor The author sometimes organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or required by the instructor The author rarely or never organizes and labels chapters, sections, and subsections using the APA recommended heading styles (chapters, sections, and subsections, and so on) are included or represented as defined by the assignment or required by the instructor
Presentation of Quotations Line and block quotations are properly formatted and cited correctly Line and block quotations are often properly formatted and cited correctly Line and block quotations sometimes are properly formatted and cited correctly Line and block quotations are not or are rarely properly formatted and cited correctly
Presentation of Data Tables, charts, graphs, and figures are relevant, labeled and formatted correctly, and represent the data accurately Tables, charts, graphs, and figures are often relevant, labeled and formatted correctly, and represent the data accurately Tables, charts, graphs, and figures are sometimes relevant, labeled and formatted correctly, and represent the data accurately Tables, charts, graphs, and figures are not or are rarely relevant, labeled and formatted correctly, and represent the data accurately
APA Points:
Comments or Notes:
References, Citations, and Supporting Documentation – Total possible points _20_
Above Standard = 8
Requires No Improvement Standard = 7 pts
Requires Improvement Approaching Standard
= 6 pts
Requires Revision Failing = 5 or less
Requires Significant Revision
Supporting Documentation The document shows significant support for the logic or argument with a variety of peer reviewed scholarly work with limited use of non scholarly work and is inclusive of a broad and deep range of scholars, including critique and opposition The document often shows support for the logic or argument with a variety of peer reviewed scholarly work with some use of non scholarly work and is somewhat dependent on a limited range of scholars, including critique and opposition The document sometimes shows support for the logic or argument with a variety of peer reviewed scholarly work with some use of non scholarly work and is often dependent on a limited range of scholars, including critique and opposition The document rarely or never shows support for of logic or argument with a variety of peer reviewed scholarly work, and or is reliant on non scholarly work, or a limited range of scholars, including critique and opposition
Above Standard = 7
Requires No Improvement Standard = 6 pts
Requires Improvement Approaching Standard
= 5 pts
Requires Revision Failing = 4 or less
Requires Significant Revision
Sources Sources are scholarly, accurate, and relevant
All citations are listed in the reference section and all references are cited
The reference section is accurate Sources are often scholarly, accurate, and relevant
All citations are listed in the reference section and all references are cited
The references section is often accurate Sources are sometimes scholarly, accurate, and relevant to use in the paper
Most citations are listed in the reference section and most references are cited
the reference section is sometimes inaccurate Sources, when used, are rarely or never scholarly, accurate, and relevant
Few citations are referenced, several references are not cited
The reference section is inaccurate
Above Standard = 5
Requires No Improvement Standard = 4 pts
Requires Improvement Approaching Standard
= 3 pts
Requires Revision Failing = 2 or less
Requires Significant Revision
Quotation, Summary, & Paraphrase Proper use and relevance of quotation, summarization, and paraphrasing throughout Proper use of quotation, summarization, and paraphrasing is often used throughout Proper use of quotation, summarization, and paraphrasing is generally used throughout Proper use of quotation, summarization, and paraphrasing is rarely or never used throughout
RCSD Points:
Comments or Notes:
Critical Thinking, Logic, and Reasoning – Total Possible Points This Section _40_
Above Standard = 8
Requires No Improvement Standard = 6.75 pts
Requires Improvement Approaching Standard
= 6 pts
Requires Revision Failing = 5.5 or less
Requires Significant Revision
Thesis Statement & Research Question(s) Thesis statement or research question(s) is unbiased, focused and clearly stated without overstatement or hyperbole. Thesis statement or research question(s) is unbiased and clearly stated, but more precision is needed. Thesis statement or research question(s) is understood or implied, but lacks clarity and focus and requires improvement. Thesis statement or research question(s) are not clearly stated.
Argument Academic argument is original and dynamic, sound and well developed. Academic argument is sound and developed, however is less innovative and dynamic. The implied academic argument is sound, but requires development. Academic argument is not developed and requires significant revision.
Evidence & Support Information presented is relevant and accurate;
Core concepts are expressed, explained, and used correctly; author uses appropriate sources to support and defend veracity of argument. Information presented is accurate and most often relevant; core concepts are expressed, explained, and used correctly. Information presented is generally relevant and accurate; core concepts are generally expressed, explained and used correctly, however more evidence is needed. Information presented is rarely or never relevant and is inaccurate; core concepts are rarely or never expressed, explained and used correctly; author often relies on statement of sources to defend position.
Analysis & Synthesis of Data, Case, or Argument Author is sensitive to, explains, and responds to other points of view, limitations and assumptions inherent in the argument or logic thoroughly and in-depth; author conveys broader significance to community. Author is sensitive to, explains and responds to other points of view, limitations and assumptions inherent in the argument or logic. Author attempts to explain and respond to other points of view, limitations and assumptions inherent in the argument or logic, but does so inadequately. Author rarely or never explains and responds to other points of view, limitations and assumptions inherent in the argument or logic, or may do so inadequately; author may rely on generalizations to do the work of solid analysis.
Conclusions, Recommendations, & Implications Author is sensitive to the implications or positions taken; conclusions and recommendations are explained by the author’s line of reasoning which has addressed all thesis statements or research question(s) proposed; author conveys broader relevance to community. Author’s conclusions and recommendations are often explained by the author’s line of reasoning and often responds to the thesis statement and to all research question(s) proposed. Author’s conclusions and recommendations are sometimes explained
Author’s line of reasoning fails to respond to thesis statement or all research question(s) proposed fully. Author’s conclusions and recommendations are explained inadequately
Author’s line of reasoning fails to respond to thesis statement or research question(s) proposed fully.
CTLR Points:
Comments or Notes:

Total Points Earned:

Assignment Instructions:
________________________________________
What challenges will you face implementing your quality plan from the various stakeholders of your project? Create a brief stakeholder analysis addressing at least 6 major project stakeholders. Consider the area that concerns each of them, how they interact with the quality of the project, what their concerns might be, and how you will work with each of them.
What resources will you need in terms of people, funding, training, and outside experts to execute your quality plan?
How will you ensure that the various aspects of the quality plan are integrated with the overall project plan? For instance, how will your quality plan influence your project schedule, budget, risk plan, procurement plan, integrated change control process and other similar processes? (Show that you understand how to integrate your quality plan with other project processes.)
In a previous section of your Project Quality Plan, you outlined the quality control plan. Identify a fairly significant quality metric being missed. Describe how this would be discovered (what part of quality control plan would identify this?), and provide a brief response plan to the metric being missed.
________________________________________
Assignment Details:
________________________________________
You should create a new document that addresses the points identified above (do not resubmit material submitted at the end of Week 3)
The document should be 5 – 6 double spaced pages in length, and it should completely address the questions listed above.
Please use a matrix to create the stakeholder analysis.
You can use a format from a previous class or adapt a template, but the content must be original to you and relevant to your chosen project.

Assignment Instructions:
________________________________________
What challenges will you face implementing your quality plan from the various stakeholders of your project? Create a brief stakeholder analysis addressing at least 6 major project stakeholders. Consider the area that concerns each of them, how they interact with the quality of the project, what their concerns might be, and how you will work with each of them.
What resources will you need in terms of people, funding, training, and outside experts to execute your quality plan?
How will you ensure that the various aspects of the quality plan are integrated with the overall project plan? For instance, how will your quality plan influence your project schedule, budget, risk plan, procurement plan, integrated change control process and other similar processes? (Show that you understand how to integrate your quality plan with other project processes.)
In a previous section of your Project Quality Plan, you outlined the quality control plan. Identify a fairly significant quality metric being missed. Describe how this would be discovered (what part of quality control plan would identify this?), and provide a brief response plan to the metric being missed.
________________________________________
Assignment Details:
________________________________________
You should create a new document that addresses the points identified above (do not resubmit material submitted at the end of Week 3)
The document should be 5 – 6 double spaced pages in length, and it should completely address the questions listed above.
Please use a matrix to create the stakeholder analysis.
You can use a format from a previous class or adapt a template, but the content must be original to you and relevant to your chosen project.