GEN150 Individual Project Positive Intervention
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
GEN 150: Individual Project- Positive Intervention
Spring 2021
What: A creative, hands-on project to demonstrate the application of the PERMA (H) model, in the context of the UAE.
Why: The purpose of the Individual Project is:
- To discover individual character strengths and their meaning.
- To develop a positive intervention based on these character strengths.
- To create a visual interpretation and presentation that demonstrates how to apply your character strengths to be successful at Zayed University.
When: Your Individual Project Submission is due on February 11, 2021.
Worth: 25% of your Final Grade.
Instructions: You will create a visual interpretation and presentation (5 minutes) that covers the following:
- Character Strengths:
- Introduce your Character Strength(s) with definitions.
- Give examples of how your Character Strength(s) reflect your personality.
- What are the current ways you have used your top strength(s) to your advantage?
- Are there strength(s) you have not taken advantage of and why?
- Positive Intervention Plan
- Develop and present a positive intervention plan that will allow you to successfully use your strength(s) in your academic and personal life.
- Define what success looks like for you at Zayed University.
- Creative Interpretation
- Create a visual representation of your future success. This can be in the form of any creative expression (e.g. poems, music, art, movies, skit, interview, handout, photographs, etc.)
- Where do you see yourself four years from now?
- “Life Summary” Technique – what would the summary of your life look like if we were to assume that you are happy and flourishing?
Take note:
- The latest submission date online is 02/11/2021 – after which marks will be deducted for any late submissions. However, you might be required to submit before depending on your presentation date. The schedule of presentations will be provided by the faculty.
- The project is expected to be coherent, well researched, clearly written, creative, demonstrate proper use of grammar, and well-rehearsed.
- Proper citations are expected for any sources used to help develop the presentation.
- All of the points mentioned in the sections above have to be included in the PowerPoint or Creative Interpretation and presented.
Criteria Exemplary A (90-100%)
Accomplished A-/B+/B (80-89%)
Developing B-/C+/C (70-79%)
Beginning C-/D+/D (60-69%)
Failing F (0-59%)
Understanding New Concepts and Theories (30%) Accurate explanation of the character strength(s)(5%).
Provides many personalized examples of how they relate the character strength(s) to the academic and personal life (10%).
Clear and relevant explanation using a combination of personalized examples of ways s/he has used their strength(s) to his/her advantage (15%).
Mostly accurate explanation of the character strength(s).
Provides some personalized examples of how they relate the character strength(s) to the academic and personal life.
Clear and mostly relevant explanation using a combination of personalized and general examples of ways s/he has used their strength(s) to his/her advantage.
Generally provides accurate explanation of the character strength(s).
Provides a few personalized examples of how they relate the character strength(s) to the academic and personal life.
Somewhat relevant explanation using a combination of personalized and general examples of ways s/he has used their strength(s) to his/her advantage.
Not enough explanation of the character strength(s).
Provides little personalized examples of how they relate the character strength(s) to the academic and personal life.
Does not fully provide a relevant explanation using a combination of personalized and general examples of ways s/he has used their strength(s) to his/her advantage.
Irrelevant information of the character strength(s).
Does not provide any examples of how they relate the character strength(s) to the academic and personal life.
Does not
use any relevant explanation using a combination of personalized and general examples of ways s/he has used their strength(s) to his/her advantage.
Positive Intervention Plan (30%) Accurately explains the connection between the character strength(s) and their future plan (15%).
Accurately defines what success means to them and accurately identifies how their character strength(s) will be used to help them achieve their goals (15%).
Mostly explains the connection between the character strength(s) and their future plan.
Defines mostly what success means to them and mostly identifies how their character strength(s) will be used to help them achieve their goals.
Generally explains the connection between the character strength(s) and their future plan.
Somewhat defines what success means to them and somewhat identifies how their character strength(s) will be used to help them achieve their goals.
Does not fully explain the connection between the character strength(s) and their future plan.
Does not fully define what success mean to them and doesn’t identify how their character strength(s) will be used to help them achieve their goals.
Does not explain the connection between the character strength(s) and their future plan.
Does not define what success mean to them and doesn’t identify how their character strength(s) will be used to help them achieve their goals.
Engagement with the positive intervention process (15%)
Addresses all elements of the assessment (5%).
Actively engages in class discussions and activities and incorporates their personal learning from this into their project (5%).
Accurately incorporates instructor feedback and their personal learning from class activities into their project (5%).
Mostly addresses all elements of the assessment.
Mostly engages in class discussions and activities and incorporates their personal learning from this into their project.
Mostly incorporates instructor feedback and their personal learning from class activities into their project.
Somewhat addresses all elements of the assessment.
Somewhat engages in class discussions and activities and incorporates their personal learning from this into their project.
Somewhat incorporates instructor feedback and their personal learning from class activities into their project.
Does not fully address all elements of the assessment.
Does not fully engage in class discussions and activities and incorporates their personal learning from this into their project.
Does not fully incorporate instructor feedback and their personal learning from class activities into their project.
Does not addresses any elements of the assessment.
Does not engage in any class discussions and activities and incorporates their personal learning from this into their project.
Does not incorporate any feedback from the instructor and their personal learning from class activities into their project.
Creative Interpretation (10%) Visual representation clearly outlines future success (2.5%).
Link(s) between character strength(s) and creative interpretation are clearly demonstrated (2.5%).
Visual representation
reflects student’s personal message (5%).
Visual representation mostly outlines future success
Link(s) between character strength(s) and creative interpretation are mostly demonstrated
Visual representation
mostly reflects student’s personal message.
Visual representation somewhat outlines future success
Link(s) between character strength(s) and creative interpretation are somewhat demonstrated
Visual representation
somewhat reflects student’s personal message.
Visual representation does not outline future success
Link(s) between character strength(s) and creative interpretation are missing.
Visual representation
does not fully reflect student’s personal message.
No visual representation is used to outline future success.
No Link(s) between character strength(s) and creative interpretation.
Visual representation
does not reflect student’s personal message.
Presentation Skills/ Organization
(15%)
Slides are clear, error free and visually appealing (2%).
Provides citations where required and accurately uses APA referencing format (1%).
Demonstrates strong enthusiasm about topic throughout the presentation (2%).
Speaks with clear tone to maintain audience interest and emphasize key points (2%).
Presentation is exceptionally well organized and easy for the audience to follow (3%).
Effectively uses technology throughout to provide a professional presentation(1.5%).
Presentation time is on target
(2%).
Student can explain any part of the presentation
(1.5%).
Slides are mostly clear, error free and mostly visually appealing.
Provides citations where required and mostly uses APA referencing format.
Mostly demonstrates enthusiasm about topic throughout the presentation.
Mostly speaks with clear tone to maintain audience interest and emphasize key points.
Presentation is mostly organized and easy for the audience to follow.
Mostly uses technology throughout to provide a professional presentation
Presentation time is on target.
Student can explain most part of the presentation.
Slides are somewhat clear, error free and somewhat visually appealing.
Somewhat provides citations where required and uses APA referencing format.
Somewhat demonstrates enthusiasm about topic throughout the presentation.
Somewhat speaks with clear tone to maintain audience interest and emphasize key points.
Presentation is somewhat organized and easy for the audience to follow.
Somewhat uses technology throughout to provide a professional presentation
Presentation time is on target.
Student can somewhat explain part of the presentation.
Slides are not fully clear, error free and are not visually appealing.
Does not fully provide citations where required or uses APA referencing format.
Doesn’t show enthusiasm throughout the presentation.
Doesn’t speak with clear tone to maintain audience interest and emphasize key points.
Presentation is not fully organized for the audience to follow.
Does not fully use technology throughout to provide a professional presentation
Presentation exceeds five minutes.
Student can not fully explain part of the presentation.
Slides are not clear, error free and are not visually appealing.
Does not provide any citations where required or uses APA referencing format.
Doesn’t show any enthusiasm throughout the presentation.
Doesn’t speak with clear tone to maintain audience interest and emphasize key points.
Presentation is not organized for the audience to follow.
Does not use any technology throughout to provide a professional presentation
Presentation exceeds five minutes.
Student can not explain any part the presentation.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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