High Level Design

Finding solutions to help housekeepers save water

Renata Chiaradia

ETEC 651- Professor Nadia Naffi

Concordia University, 2015

2HIGH LEVEL DESIGN

Introduction

To ensure the success of Job One: Housekeepers in AAR3 will save water effectively

when performing daily tasks without major difficulties (90% independently) it is necessary

to look at how the system is interrelated. The performers are directly connected to the other parts

involved, therefore a variety of interventions at different parts of the system must take place.

Together, the all play an important role in the achievement of the main goal–to save water

effectively.

The following pages will show how the parts correlate, as well as the interventions

proposed in this campaign.

Looking at the system

By looking at the system, it is easy to visualize how the parts involved are interrelated.

Check below-legend and bubble for reading map next to Government and Sabesp.

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Check above-legend

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Possible Interventions

The São Paulo government and Sabesp, the water supply company, have made available

on their website some videos about how people are coping with the water crisis and information

regarding incentives and the current situation concerning the water levels. Although the videos,

charts and data are available to everyone and convey interesting information, only people who

have an Internet connection and a computer or smartphone are able to access them. The fact that

these videos are on the website doesn’t make them popular or watched because people haven’t

been guided to them. The videos are not reaching the population at large.

Another problem concerning the material released by the government and Sabesp is that

they all have the literate or functionally illiterate audiences targeted but have not included the

illiterate ones. Concerning all this information, the interventions herein proposed, will help and

guide performers in the AAR3 to achieve successfully their goal.

Interventions 1, 2 & 3

Objectives

o Given the awareness raised, housekeepers always identify the reasons why it is

imperative to urgently save water in the coming months while performing their daily

tasks

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1) The Awful Truth!

This intervention has the objective of giving the housekeepers knowledge about the

current water situation and the need for changing their habits. Lectures and videos will raise

awareness concerning water waste and will also sensitize participants to a world without water.

This intervention is being implemented on the third week of the beginning of this campaign.

Housekeepers will attend these lectures after work and as a compensation, they will

receive bank of hours (paid time off) that could be exchanged for days off. This would also

motivate them to participate in the lectures.

A visualization technique will be used to draw performers’ attention to how much water

is used in every little action they do throughout the day. This technique was chosen to have a

common comparable measure that makes sense to them and can be visualized. For example, 135

liters of water is equivalent to 25 buckets of water they usually use at work. At the end of the

lecture/videos participants will understand why water has to be saved. A group quiz will be done

among participants to check understanding using clickers.

Genre Interactive lecture/videos

Medium Face-to-face synchronous

A computer, projector and a microphone will be needed

Clickers will also be used

This intervention was chosen because it can reach all the employees, the literate, illiterate and

functional illiterate. It is a common genre where participants know they will be listening to the

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lecturer and will be prompted to participate when guided to. The language used during the

lectures and videos will be simple and clear to reach everyone.

A potential challenge will be dividing the participants in small groups to have a nice

interaction and participation, but it is not overwhelming to employees. Because this

intervention is face to face, the consistency may also change according to each group of

housekeepers. The quiz will show the results based on the overall knowledge and not at the

individual level. Clickers will be used to check the understanding of the participants as well as

raising their motivation and participation, but performers who make mistakes won’t be

exposed. It is a learning moment for them.

2) Buckle Up!

Housekeepers will be taken on a field trip to the reservoirs that supply water to São

Paulo. Participants will be able to see the current level of water in the reservoirs. Pictures from

some years ago will be shown during the trip so they can compare to the current situation. The

aim here it to make the housekeepers realize how serious the current situation is. The droughts

that exist in parts of the reservoirs due to the low levels of water will be pointed out (refer to

Appendix I to see the pictures). It will play an important role on the information and knowledge

performance needs. This intervention has the aim of dispelling the notion that water is limitless

and shock participants into understanding the current water problem. It is also a good moment

for performers to talk to each other, get to know their co-workers and create a bond with them.

The initial idea is to have the field trip take place on a week day or on a Saturday.

Employers and AAR3 will decide on two possible dates for this intervention to take place and

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housekeepers will vote to decide when the best day would be for them. If the date falls on a

weekend they have off, the hours will be added to their bank of hours and time off could be used

on the vacation period.

Moments where they share the same space are going to be very important in further

interventions where the exchange of information will be targeted. These types of interventions

also motivate employees and are very interactive. According to the web wiki Informal Science

field trips increase students’ interest and engagement, gear students to have a positive feeling

about the subject and have long term impact on learning. It also makes learning more meaningful

because it connects to current experiences lived.

Genre Field Trip

Medium Face-to-face Synchronous

This intervention will again be able to reach people of all levels of literacy. A challenge to this

intervention will be dividing the performers into manageable groups so that the intervention

can be effective and carried out with all the performers in a short time frame that is not too

spaced out from one group to another. Participants will be able to share opinions and network

with other performers.

3) Eyes on Me!

A sequence of advertisements will be placed on the route to get to AAR3 and at the

entrance of the community to raise awareness of the water crisis and to remind the target

audience to save water and re-use it. It will be a reinforcing message that will also be present

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inside the entrance of the community. They will reach housekeepers, residents and employers

accessing or leaving AAR3. This intervention addresses the knowledge and motivation

performance needs.

The aim of this intervention is to raise awareness of the problem and to have the audience

think about the issue on a daily basis when looking at these ads when they leave or enter the

community area.

This intervention was chosen because it delivers a quick, clear and impactful message.

Genre Advertisements

Medium Print and digital

This intervention will happen on a continual base and will target the housekeepers, employers

and residents. The most important message will be transmitted in a visual way. Some catchy

words will be used to target the literate and functional illiterate housekeepers. People expect

ads to be catchy, impactful and straightforward and they raise awareness and promote interest

to join a cause. The challenge with this type of genre is delivering an accurate and clear

message that all target audiences will be able to “read” and understand.

Interventions 4 & 5

Objectives

o Given the support provided by AAR3, housekeepers will be assisted by employers and

supported in their task transitions while performing the new tasks and at feedback time

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o Given better communication tools, housekeepers will report leaks and irregularities

regarding water waste in a timely fashion

4) Website information

I thought you mentioned earlier that Internet access is not available to everyone. How

will you address this? (NOT FOR THE RESIDENTS AND EMPLOYERS- THESE

PERFORMERS HAVE ACCESS TO INTERNET)

Employers and residents of AAR3 will be directed to the Sabesp and São Paulo Government

web-pages to watch videos regarding the current water situation, ways of saving water and

information regarding bill reductions or augmentations according to new procedures that have to

be followed and water savings solutions. There is good material available and employers and

residents should take a look at them to better assist and support housekeepers. Having a thorough

knowledge of this material will help them understand the rationale behind the changes that will

be happening. Appendix II and Appendix III show the Web pages to be accessed to get this

useful information. This intervention addresses the performance at the knowledge and resources

levels.

Genre Websites

Medium Online

This intervention targets all the employers and residents. They also need to be aware of the

water problem and ways of coping with the performers because they have to be able to support

them.

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5) Let’s Talk!

This intervention regards feedback given to housekeepers by employers. When the

Performance of need assessment was conducted it was noticed that housekeepers have

difficulties in changing their habits and lack guidance regarding the new tasks. Changing a habit

is a very difficult issue to address, but if it is properly guided and feedback is offered, there is a

high chance of being successful and having long-term results. Therefore, this intervention is an

observation followed by feedback given to performers regarding how they are doing their new

tasks.

This intervention will improve the communication between employers and housekeepers.

It will also gauge the level of engagement in each activity. Feedback is a very important part of

the job because it guides housekeepers towards the ideal performance and makes them more

confident regarding the new procedures implemented. Employers will watch performers once a

week and at the end of the week they will meet for feedback. It will improve the rapport between

them as well as give guidance and support to performers. It addresses the information

performance need and if properly given it should help motivate them.

The tasks to be observed during the week will be shown as images on a booklet.

Employees or employers will put the date on top of the sheet to check the improvement of each

activity performed. A scale ranging from ‘excellent’ to ‘needs improvement’ will be next to each

task and employers will give feedback based on the scale. It will be visual and employers will be

able to check performers’ progress. The observations could be scheduled according to the time

that employers have available during the week. They should commit to it and schedule it directly

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with housekeepers. As for feedback, if the time spent during feedback goes over employees’

daily schedule, hours will be added to their bank of hours (paid time off).

Genre Observations and Meetings

Medium Print/face-to-face

This intervention targets all performers’ levels of literacy. This intervention is being chosen

because it will guide housekeepers to the right path and will show employers the actions that

need to be taken in case one process is not progressing properly.

The audience expects this genre to be interactive with useful comments. They hope to

gain more information on how they are performing and what should be improved. The

challenge here is primarily the way workers take constructive feedback. Employers will use

simple and polite language to make sure employees understand. Intervention number 7 will

guide employers on giving feedback. A Facebook event will be created to give weekly tips on

how to provide feedback. Short quizzes will be offered on the event page in order to get the

employers assessed and gas station cards will be drafted as prizes for employers who

participate. To reinforce the work being done, compliments will balance the good and bad

aspects of the performance achieved. Employers will also have to find a consistent time and

day to give the feedback. They need to commit to that so feedback is frequent and effective.

6) Communicating

Small recording devices will be available for housekeepers to leave employers messages

regarding any issues about possible leaks or unusual problems noticed. Reporting problems

faster could lead to decreasing water waste. This intervention was chosen because most of the

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employers only get back home when employees have already left, therefore it will improve

overall communication issues as well.

Genre Voice message

Medium Audio recording

This intervention targets the illiterate or functionally illiterate performers. Instead of writing

what the problem is, performers will record themselves. This tool will also help them feel less

intimidated regarding not being able to write.

For literate performers, a whiteboard will be the means of communication to report

possible leaks or problems. A whiteboard will be available in the house for communicating the

issues.

Genre Written Message

Medium Whiteboard

This intervention targets the literate performers. This intervention will improve

communication issues.

7) Providing feedback Changed

For feedback to be effective it needs to be properly delivered, by following some

guidelines. For this intervention, an event will be created on Facebook to help employers provide

feedback to housekeepers. The event will be created and sent to employers registered on AAR3

database. They will receive an e-mail message explaining what this Facebook event is about and

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that they will be receiving the invitation to the event. The event page will have short tips on how

to give effective feedback to employees. Quizzes will be posted regularly to get employers to

participate and prizes will be drafted as an incentive for their participation. Gift Cards and Gas

station cards will be the prizes.

Genre Facebook Event

Medium Web (simple Media)

This intervention targets all the employers responsible for providing feedback to performers.

Tips will be short and concise and informal assessment will be used to engage employers in

participating. Short posts will be placed to let employers know the importance of feedback and

short surveys will be posted as well.

Interventions 8 & 9

Objectives

o Given the knowledge acquired about the new daily tasks performers need to change in

their routine, such as washing clothes/dishes, cleaning floors, bathrooms and yards,

housekeepers will install and uninstall tools which will enable them to spend less time

on procedures that use water as a resource

o Given the integration of the new tasks into their routine, housekeepers will reduce

consumption of water the second month after the intervention starts, increasing this

rate as tasks become more integrated into their routine

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o Provided with the right tools and resources, performers will apply effective measures

in their daily routines to use less water based on the tasks to be performed

8) Hands-on practice!

Housekeepers need to change their usual routine activities in order to save water and re-

use it. During a regular day at work, they have to clean garages, backyard, bathrooms, wash

clothes, dishes, among others. The way they are currently performing is not sustainable,

therefore this training session will help them learn how to proceed when performing new tasks.

They will learn how to, for example, flush the toilet without wasting water. They will be taught

how to capture water from the rain and the washing machine and properly store it to later clean

the floor, water the plants and wash the cars and garage.

Training to acquire the skills to carry on the new tasks will be conveyed through groups

in the common area of the gated community. Training stations will simulate all the activities

carried out during a regular day at work and the performers will have to do the tasks according to

the new standards. There will be one training station for each new task to be performed,

including tools employees will have to use and install while working. Performers will be divided

in groups of 10 and will rotate among the training stations. Situation will be modelled and

housekeepers will perform each task on the different training stations. This intervention was

chosen to give opportunity for all the housekeepers to practice the new procedures. Employees

will be able to learn from a hands-on experience and the housekeepers will transfer the skills to

the real workplace.

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This intervention will be carried out after housekeepers’ work and the overtime will be

added to their bank of hours.

Genre Simulation

Medium Classroom (training stations), synchronous face-to-face

This intervention addresses all levels of literacies of the performers. The advantages of this

intervention is that participants will learn by doing and repeating the procedures over and over

until they master them. The instructors, members of AAR3 will be able to help and direct the

housekeepers if problems arise. The challenges are the division of the groups and the amount

of time necessary for all the performers to go through the intervention.

9) Not sure how? Watch me!

Simple step-by-step tutorial videos will be made available to housekeepers and

employers. Whenever housekeepers have to perform an activity, they have to choose from

among the videos the one that best fits the specific situation with which they need help. Videos

will be offered with titles/drawings to fit the situation described to accommodate the performers

who are illiterate or functionally illiterate. This intervention will help performers remember all

the steps learned in the hands-on intervention. It will serve as a guide in case they do not

remember how to exactly proceed. These videos will assist housekeepers in how-to procedures,

therefore targeting the skills and resources needed. They will be also good for employers because

they can use them to assist the performers when problems emerge.

Genre Tutorial

17HIGH LEVEL DESIGN

Medium Simple Media

This intervention addresses the performers who are literate, illiterate or functionally illiterate.

If the job aids are not enough for them to perform the job they can rely on the tutorials. The

language is clear, simple and concise. A challenge for this intervention is to make sure all the

performers can handle the computer. But the advantage is that it is a very visual intervention

that clearly teaches what has to be done. The language will be simple and concise to reach the

target audiences. Performers expect tutorials to be like an instructional manual, therefore

videos will be separated per topic.

Around five computers will be available at the common area of AAR3 for employees to use.

Employers will be also asked if they could provide a computer that housekeepers could

access.

10) Job Aids

Job Aids will help performers feel more confident regarding how to proceed in a quick

way. They will be distributed and put around the working environment. Two types of job aids

will be available: for literate and illiterate or functional illiterate workers. Job Aids help

employees focus on what has to be done in a precise step-by-step way. These Job Aids will help

them cope with the tasks to be carried out at home. This intervention was chosen because it will

be within reach of all performers and it is very accessible to everyone.

Genre Job Aids

Medium Print

There will be written and Visual Job aids and to reach all the performers. For every part of the

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house there will be instructions regarding on steps to be taken: in the kitchen, in the

bathrooms, in the laundry room, in the backyard and in the garage areas. Performers expect

Job Aids to be easy to read and follow. They are supposed to condense information to be

delivered.

Interventions 11, 12 & 13

Objectives

o Given the sharing/exchanging of information with others, housekeepers participate

more actively in the community, listening to each other and giving opinions

o Given the collaboration with other workers, performers successfully implement new

techniques for saving water in their working environment

o Given all the support provided, housekeepers are integrated into the community and

play their part in the solution to the water problem while performing their daily tasks

11) Communities of Practice

Environments will be created for the exchange of information and expertise of the

housekeepers. These environments will foster experience exchanging and triggering new ideas

about other ways for saving or reusing water and will provide a great opportunity to pass on

information. Two communities of practice will be created to meet all performers’ needs. One

will be on Facebook and the other one will be face-to-face in the common area of AAR3. Snacks

will be offered and computers will be made available on-site for those who want to post online

and do not possess a phone or computer. Moments for sharing will be also supported when

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performers meet in person for other interventions. This intervention was chosen because

housekeepers have a very lonely job and these will be moments they could discuss job practices

and transfer some information, knowledge and resources.

Genre Community of Practice

Medium Online and Face-to-Face

This intervention targets the literate, illiterate and functional illiterate performers. It will

enhance the feeling of being part of a community.

The expectation brought to a Community of Practice environment is that everyone can share

their ideas and opinions. The disadvantage is that some people won’t be willing to participate

or share their ideas. Therefore, a campaign to spread their usage and create an incentive for the

ones who participate will play an important role. The incentive can be gift cards for people

who participate on weekly meetings, for participants who refer new employees to attend the

meetings or to participants who invite new friends to the Facebook community of practice.

12) Open fair

This one is not a training. It’s a fair/ event with some stands to reach the families of the

employers.

This intervention is going to comprise the housekeepers and their families. It will be a big

event with games concerning water awareness for kids and adults. Different stands will be

placed in the common area of AAR3 and the participants will mingle and network, being able to

talk more about themselves and the current problems and how they are coping with them. Food

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and drink will be available and it will be a family event, so everyone can have fun and learn at

the same time. It will also be a good moment for getting to know other workers and network.

Prizes will be raffled during the fair. Nine stands will be set inside the common area of AAR3.

Two stands will offer games, stories and activities that concern the water crisis and raise

awareness about the problem. These stands will focus on children and teenagers. There will be

also a storytelling time narrating the current situation and how it is important to help at home and

change habits. Two other stands will focus on adult activities. Case studies will be used as games

and the teams have to come up with solutions to situations exposed. The objective of these

activities is for the teams to find the best solution regarding the problem given involving water

waste/re-use. These games will happen in specific times of the event and announcements will be

made during the fair to get people who want to participate go to the stand to register. This

activity is interesting because people will exchange ideas and use their knowledge acquired

throughout all this campaign, and it will help them reinforce what they know, as well as foster

creative thinking. Three stands will be devoted to food and drinks. One stand will be devoted for

participants to give tips on how to save/ re-use water. A panel will be placed close to the stand

and participants can write/ draw or have someone write their tips and post on the big panel. For

people who can not write, icons will be available for them to create their tips using symbols.

One prize stand is going to be positioned at the exit of the event and the “money” will be

exchanged for prizes available. All prizes will have something useful that relates to the water

crisis or that brings an important message/tips about it.

How it will work: Participants will get cards shaped like water drops to be used as

money inside the event. They will be colour coded, and for each colour a value will be attributed

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(5, 10, 15, 20 points). All participants will be given fourty points upon arrival and this “money”

is going to be used to buy food and drinks and exchange for prizes as well. The only way

participants can get more “money” is by participating at the activities proposed at the different

stands spread around the community.

This intervention was chosen because bringing in performers’ families will have a

stronger impact into the feeling of being part of the community, as well as transferring the

practices to other members, achieving even a greater number of people. It will be an opportunity

for the kids to also learn about the problem and start implementing water savings techniques into

their daily lives. This intervention fosters far transfer.

Genre Open fair

Medium Face-to-Face

This intervention targets the literate, illiterate and functionally illiterate performers and their

families. It is a type of incentive to employees who will gather with their families being able to

talk and feel part of the community. Opens fairs are also supposed to be informative in a fun

and informal manner.

13) Community talks

Housekeepers, employers and residents will have access to different podcasts that will be

available for the community. The podcasts are going to highlight stories from the community

about how changing habits has helped housekeepers at work as well as at home, including tips

from everyone in the community. Different housekeepers and employers will be invited to

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participate at the podcast. Guest speakers like Sabesp workers and experts will be invited to

participate to give more input about the water crisis. This intervention was chosen to strengthen

the relationships among employees and employers, giving them all a sense of belonging and

mutual help. It will also be a good way to reach the employees who enjoy listening to talk radio

at work.

Genre Podcast

Medium Audio

This intervention also targets all the levels of literacy of performers, all employers and

residents. It is expected to be an informal intervention that will motivate everyone to

participate! It will also be very informative, relaying people’s and specialists’ insights.

Participants expect this intervention to be interesting and informative. The challenge will be to

keep everyone listening to it constantly. A way of fostering participation is to make it more

interactive; there could be a phone line available for people to leave comments and make

requests and send messages to people they know in the community. Emissions will be short

and fun.

Appendix I

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Lopes, M. J. (2014) in Folha de São Paulo

Brasil Post (2014)

Appendix II

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Sabesp web-site: http://site.sabesp.com.br/site/Default.aspx

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Appendix III

São Paulo Government web-site: http://www.saopaulo.sp.gov.br

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References

Aguiar, I. (2014, October 15). Sistema cantareira antes e depois: imagens de satélites mostram

situação chocante. Brasil Post. Retrieved from

http://www.brasilpost.com.br/2014/10/15/sistema-cantareira-imagens-de-

satelite_n_5992402.html

Informal Science. (n.d). Field trips are valuable experiences. Retrieved from

http://informalscience.org/research/wiki/Field-Trips-are-Valuable-Learning-Experiences

Lopes, M. J. (2014). Reservatório do cantareira em bragança paulista. Retrieved from

http://fotografia.folha.uol.com.br/galerias/22461-reservatorio-do-cantareira-em-braganca-

paulista-sp

Portal do Governo do Estado de São Paulo. (2015, February 12). Cada gota conta: pequenos

detalhes fazem a diferença na economia de água. Retrieved from

http://www.saopaulo.sp.gov.br/spnoticias/lenoticia2.php?id=239666&c=6

Sabesp. (n.d). Guardião das águas. Retrieved from

http://site.sabesp.com.br/site/interna/Default.aspx

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HPT – Descriptive Rating Scale

Competency: High-Level Design. ☐Self-assessment ☐ Formative ☐ SummativeStudent name: Renata Chiaradia Date:

CRITERIA GOOD B VERY GOOD B+ EXCELLENT A- A EXCEPTIONAL A+

RELEVANCE

Elements of the assignment directly address the competencies and the learning objectives.

Not all parts of the assignment are directly related to the competencies. Those that are, are more or less relevant to the objectives.

Most of the components are somehow linked to the competencies and to the learning objectives.

All components are directly linked to the competencies and to the learning objectives.

The assignment reflects exemplary high relevance to the competencies being developed and to the learning objectives.

RIGOUR

Work respects the guideline conditions and criteria outlined in course with respect to the application and the technical qualities of HPT.

Work respects some of the guidelines, conditions and criteria outlined in the course with respect to the development and technical qualities of HPT.

Work respects many of the guidelines, conditions and criteria outlined in the course with respect to the development and technical qualities of HPT.

Work respects most of the guidelines, conditions and criteria outlined in the course with respect to the development and technical qualities of HPT.

Work respects all of the guidelines, conditions and criteria outlined in the course with respect to the development and technical qualities of HPT.

DEPTH

Personal position is supported by a rich analysis of relevant and high quality references.

Personal position reflects a superficial analysis and minimal use of references.

Personal position reflects a somewhat deep analysis with appropriate use of relevant references.

The assignment reflects a personal position based on a deep and thorough analysis supported by various relevant and timely references.

The assignment shows a deep analysis, understanding and integration of relevant and high quality references.

BREADTH

All aspects of the competencies and the learning objectives have been dealt with within the assignment.

The assignment reflects some aspects of the competencies, the learning objectives and the readings.

Most elements of the competencies, the learning objectives and recommended readings have been dealt within the assignment.

All aspects of the competencies, the learning objectives and all recommended readings have been dealt within the assignment.

The assignment incorporates treatment of elements beyond the expectations of the competencies, the learning objectives and recommended references of the course.

PRECISION

Current concepts, terms, and principles are used correctly and with clarity throughout the assignment. These include APA conventions.

Concepts, terms and principles are used somewhat correctly but not always clearly throughout the assignment.

The assignment shows some precision in the use of current concepts, terms and principles.

The assignment reflects correct and clear use of terms, concepts and principles.

The assignment demonstrates clear, correct, precise, and concise use of terms, concepts and principles.

COHERENCE

All elements within the assignment are logically and structurally linked together.

Some links are evident within parts of individual work, but not necessarily across the assignment.

Some links are evident within parts of individual work and across the assignment

Evidence of structural and internal consistency across the assignment.

The assignment is highly and tightly organized.

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