1. 1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Identification of strengths and weaknesses related to the
four content areas listed.
Provides strengths and/or weaknesses based on some of the
listed content areas.
Lists strengths and weaknesses based on each of the listed
content areas, but does not draw on evidence from the given
Web site.
Lists strengths and weaknesses based on each of the listed
content areas, and draws on evidence from the given Web site
for some of the content areas.
Lists strengths and weaknesses based on each of the listed
content areas, and draws on evidence from the given Web site.
Lists and analyzes strengths and weaknesses based on each of
the listed content areas, and draws on evidence from the given
Web site.

2. 25.0 %Discussion of use of current leadership skills to advocate
change in the workplace.
Fails to mention either change in the workplace and/or personal
skill set.
Discusses one change that can be made in the workplace,
without providing examples or evidence. Makes brief mention
of personal skill set, but does not effectively demonstrate how it
can be used to effect change.
Discusses one change that can be made in the workplace,
without providing examples or evidence. Evaluates how
personal skill set can be used to effect change in workplace.
Discusses one change that can be made in the workplace, while
giving a clear and relevant example for why the change is
necessary. Evaluates how personal skill set can be used to effect
change in workplace.
Discusses specific changes that can be made in the workplace
are discussed, while giving clear and relevant examples for why
changes are necessary. Evaluates how personal skill set can be
used to effect change in workplace.
25.0 %Reflection on personal goal for leadership growth and
development of implementation plan to reach goal.
Pinpoints a goal for leadership growth, but does not provide a
plan for attaining the goal.
Pinpoints a goal for leadership growth, but the plan for
attaining goal is not aligned to the final outcome.
Provides a surface-level reflection on areas of growth. Pinpoints
at least one specific goal for leadership growth, but provides an
oversimplified plan for attaining goal.
Reflects on areas for growth. Pinpoints at least one specific
goal for leadership growth, and outlines a clear implementation
plan to meet the goal.
Provides a thoughtful reflection on areas for growth. Pinpoints
at least one specific goal for leadership growth, and outlines a
well-organized and realistic implementation plan to meet the
goal.

3. 15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or
vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to
purpose.
Thesis and/or main claim are clear and forecast the development
of the paper. It is descriptive and reflective of the arguments
and appropriate to the purpose.
Thesis and/or main claim are comprehensive; contained within
the thesis is the essence of the paper. Thesis statement makes
the purpose of the paper clear.
15.0 %Organization and Effectiveness
5.0 %Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and
coherence. No apparent connections between paragraphs are
established. Transitions are inappropriate to purpose and scope.
Organization is disjointed.
Some paragraphs and transitions may lack logical progression of
ideas, unity, coherence, and/or cohesiveness. Some degree of
organization is evident.
Paragraphs are generally competent, but ideas may show some
inconsistency in organization and/or in their relationships to
each other.
A logical progression of ideas between paragraphs is apparent.
Paragraphs exhibit a unity, coherence, and cohesiveness. Topic
sentences and concluding remarks are appropriate to purpose.
There is a sophisticated construction of paragraphs and
transitions. Ideas progress and relate to each other. Paragraph
and transition construction guide the reader. Paragraph structure
is seamless.

4. 15.0 %Organization and Effectiveness
5.0 %Mechanics of Writing (includes spelling, punctuation,
grammar, language use)
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used.
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register), sentence
structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly
distracting to the reader. Correct sentence structure and
audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective
figures of speech are used.
Writer is clearly in command of standard, written, academic
English.
5.0 %Format
2.0 %Paper Format (1- inch margins; 12-point-font; double-
spaced; Times New Roman, Arial, or Courier)
Template is not used appropriately or documentation format is
rarely followed correctly.
Template is used, but some elements are missing or mistaken;
lack of control with formatting is apparent.
Template is used, and formatting is correct, although some
minor errors may be present.
Template is fully used; There are virtually no errors in
formatting style.
All format elements are correct.
5.0 %Format

5. 3.0 %Research Citations (In-text citations for paraphrasing and
direct quotes, and reference page listing and formatting, as
appropriate to assignment)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper.
Sources are appropriately documented, although some errors
may be present.
Reference page is present and fully inclusive of all cited
sources. Documentation is appropriate and GCU style is usually
correct.
In-text citations and a reference page are complete. The
documentation of cited sources is free of error.
100 %Total Weightage
References
Specker, B. (2004). Nutrition influences bone development from
infancy through toddler Years1. The Journal of Nutrition,
134(3), 691S-695S. Retrieved from
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Nutrition Influences Bone Development from
Infancy through Toddler Years1
Specker, Bonny . The Journal of Nutrition ; Bethesda
Vol. 134, Iss. 3, (Mar 2004): 691S-695S.

6. ProQuest document link
ABSTRACT
During the last decade a greater appreciation has developed for
determining factors that influence bone accretion
in healthy children. Nutritional factors that may contribute to
bone accretion in infants and toddlers include
maternal nutritional status during pregnancy, type of infant
feeding, calcium and phosphorus content of infant
formula, introduction of weaning foods, and diet during the
toddler and preschool years. Maternal vitamin D
deficiency during pregnancy is associated with disturbances in
neonatal calcium homeostasis, and maternal
calcium deficiency leads to reduced neonatal bone mineral
content (BMC). Preterm infants are at increased risk of
osteopenia, and, although the use of high mineral formula has
reduced the risk of osteopenia in these infants, it
has not eliminated it. The reason for the long-term bone
deficiency among preterm infants is not clear, although
lower physical activity levels have been suggested as a potential
cause. Studies find that human milk-fed infants
have lower bone accretion than do formula-fed infants; that the

7. greater the mineral content of formula, the greater
the bone accretion; and that the inclusion of palm olein oil in
infant formula may reduce bone mineral accretion.
Bone accretion is not influenced by the timing of the
introduction of weaning foods, despite higher serum
parathyroid hormone (PTH) concentrations among infants who
receive solids earlier. There is evidence of calcium
intake-by-gene and calcium intake-by-physical activity
interactions among toddlers and young children. The long-
term effects of these early nutritional influences on later bone
health are unknown. J. Nutr. 134: 691S-695S, 2004.
[PUBLICATION ABSTRACT]
KEY WORDS: * bone * children * Infants * diet * nutrition
DETAILS
Subject: Bones; Children &youth; Diet; Nutrition
MeSH: Child, Preschool, Female, Humans, Infant, Infant Food,
Infant, Newborn, Milk, Human,
Nutritional Status, Pregnancy -- physiology, Bone Development
-- physiology (major),
Infant Nutritional Physiological Phenomena (major), Nutritional
Physiological
Phenomena (major)

8. Publication title: The Journal of Nutrition; Bethesda
Volume: 134
Issue: 3
Pages: 691S-695S
Number of pages: 5
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Terms and Conditions Contact ProQuest
Publication year: 2004
Publication date: Mar 2004
Section: Nutritional Influences on Bone Growth in Children
Publisher: American Institute of Nutrition
Place of publication: Bethesda
Country of publication: United States, Bethesda

9. Publication subject: Nutrition And Dietetics
ISSN: 00223166
CODEN: JONUAI
Source type: Scholarly Journals
Language of publication: English
Document type: Comparative Study
Document feature: Graphs References
Accession number: 14988469
ProQuest document ID: 197459 105
Document URL:
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9105?accountid=4870
Copyright: Copyright American Institute of Nutrition Mar 2004
Last updated: 2016-05-28
Database: STEM Database,Research Library
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Influences Bone Development from Infancy through Toddler
Years1