Physical Fitness and Nutrition

ANALYSIS OF SCIENTIFIC LITERATURE #1 & #2

 

Directions

You will write two (2) Analyses of Scientific Literature papers. Each will be a 3 to 4 page critique of an empirical research study that has been published in a peer-reviewed academic journal. The specific paper to be critiqued for the 1^st Analysis will be given to you by your instructor. For the second Analysis of Scientific Literature you will need to find your own peer-reviewed paper that relates to whichever topic your group selected from the list of suggested topics further down in this packet. The research study you select needs to be recent, published within the last 10 years. The article you select will be the same one that you present for your group oral presentation. The article must be referenced in your written assignment. Your instructor will provide you with specific information on how to select a topic, how to find a worthwhile study to analyze, and how to turn in your Analyses of Scientific Literature. Contact your instructor if you would like confirmation on the paper you selected.

After the first Analysis of Scientific Literature, you will receive feedback on your critical evaluation skills. Please use this feedback when preparing the second Analysis of Scientific Literature.

Please see the syllabus for the due dates for the two different analyses. Late papers will be docked 2.5 points for each day or partial day late, so please be sure to turn your paper in on time.

Each student must do his/her own work. Plagiarism will not be tolerated and will result in a failing grade on the assignment and the student being reported to the Office of Student Conduct and Ethical Development. Turnitin will be enabled within Canvas and reports will reviewed by instructors prior to grading.

Form and Style Guidelines

Your paper should:

• be written in narrative, paragraph format, no numbering or bullets;
• be written in formal style-3^rd person only (do not use 1^st or 2^nd person, such as “we”, “I” or “you”);
• be a professional critique and NOT contain overly personal opinion-based judgements;
• cite a professional reference for any nutrition or fitness guidelines or recommendations suggested in text (see resource page in Syllabus);
• NOT use direct quotes or copied material from a Instead, paraphrase the source material using YOUR OWN WORDS and cite appropriately in APA format;
• use past tense when describing the research;
• be typed, double spaced, and 3-4 pages in length;
• be in a font size that is Times New Roman 12 point or similar size (easy to read);
• be left justified (do not right justify/align, which centers text) and have 1-inch margins;
• be turned in on

Guidelines for Analyzing Research:

Be sure to consider the suggestions from lecture and the handout “How to Understand and Interpret Food and Health-Related Scientific Studies” when analyzing the articles. Use the questions below as a guide to critically evaluate each section of the paper. Each one of these questions should be addressed within the paper.

 

 

Analyses of Scientific Literature #1 & #2

Purpose: To understand how to critically read and analyze research articles.

 

For #1, your instructor will provide you with an article on Canvas. You can access the link to the article in the assignment description. For #2, you will select your own study. Make sure to select either an experimental or observational study so that all components of the assignment can be addressed, a review paper or meta- analysis is not acceptable. The study you select needs to be recent, published within the last 10 years.

 

Directions

In a 3 to 4-page essay, briefly describe and then critically analyze all of the following components of the study:

1. What is the research problem? Another way to think about this is: Why was this study conducted?
2. What is/are the hypothesis/hypotheses stated by the author(s)? If not stated directly, what does the hypothesis appear to be?
3. Who were the study participants? How many were there and how were they recruited?
4. What were the inclusion/exclusion criteria for selecting the participants?
5. What was the study design?
6. What were the main study results? (Briefly reference numerical data when )
7. Did the results support the authors’ hypothesis/hypotheses? Why or why not?
8. What was/were the limitation(s) and strength(s) discussed by the author(s)? These are usually in the Discussion/Conclusion section of the article. Were there any additional strengths and weaknesses not discussed by the author(s)? If so, discuss with a professional critique and do not use overly personal opinion-based
   1. What conclusion(s) did the author(s) make?
   2. How can the research findings be applied? If no applications were suggested by the authors, provide ideas for how the findings could be
   3. Based on this study and past research discussed in the Introduction, what directions should researchers take for future study of this topic?

 

Use your own words to discuss the answers using information from the article. DO NOT use direct quotes or copied material from the article. Instead, paraphrase the source material using YOUR OWN WORDS and cite appropriately in APA format. Do not include the questions. Your paper should be written in paragraph form; it should NOT be a list of the questions and your responses.

Your paper will be submitted to CANVAS with turnitin.com enabled by the instructor to check for plagiarism.

 

 

SUGGESTED TOPICS FOR NUTRITION PRESENTATIONS

Please choose from this list or choose your own topic (if approved by instructor)

 

LIPIDS/FAT

Possible sub-topics

• Dietary fat recommendations/needs for children (< 2 yr olds), elderly
• Dietary fat and risk for various cancers
• Omega-3 fatty acid (linolenic acid) and treatment or prevention of diseases
• Fat replacements used in the food industry

 

PROTEIN and AMINO ACID SUPPLEMENTS

Possible sub-topics

• Whey protein supplements for weight (muscle) gains
• Glutamine and the immune system and/or muscle recovery in athletes
• Creatine supplementation: effects on strength performance OR effects on endurance performance
• Nitrogen balance studies in determining protein needs for athletes
• Branched-chain amino acids and exercise performance

 

DRUGS, SUPPLEMENTS, HERBS & DIETS FOR WEIGHT CONTROL

Possible sub-topics:

• Evaluate hydroxycitrate supplement for weight loss
• Evaluate ketogenic diets for weight loss
• Evaluate intermittent fasting for weight loss
• Evaluate/review the “Phen-Fen” drugs
• Evaluate/review over-the-counter drug phenylpropanolamine, Alli,
• Evaluate ephedrine (ephedra), EGCG, ginseng or Hoodia and weight loss

 

DISORDERED EATING ISSUES and OBESITY

Possible sub-topics

• Eating disorders: case studies, adverse complications, therapies,
• Childhood obesity: prevalence, causes, and treatment
• Research in the area of obesity and genetics
• Adult obesity

 

VITAMINS & MINERALS IN HEALTH

Possible sub-topics

• Vitamin E’s role in reducing risk of heart disease or cancer
• Zinc and the common cold
• Folic acid deficiency and birth defects
• Folic acid, B6, and/or B12’s role in preventing heart disease
• Iron deficiency effects in the young (children)
• Vitamin D status and supplementation in the older population

 

VITAMINS, MINERALS & HERBS IN EXERCISE PERFORMANCE

Possible sub-topics

• Iron deficiency & anemia in female athletes
• Coenzyme Q10 and exercise performance OR Ginseng supplementation and exercise performance
• Vanadium and body composition
• Antioxidant supplementation (such as vitamin E and vitamin C) and exercise
• Medium-chained triglycerides (MCTs) supplementation and exercise performance/body comp

 

 

SUGGESTED TOPICS FOR FITNESS PRESENTATIONS

Please choose from this list or choose your own topic (topic must be approved by instructor)

 

EXERCISE AND AGING

Possible sub-topics:

• Effects of training on muscle strength and/or muscle mass of older adults, including underlying mechanisms
• Effects of training on cardiovascular function in older adults, including underlying mechanisms
• Effects of exercise and aging on changes in flexibility and mobility
• Effects of training on body composition of older
• Exercise and the prevention of falls in older adults, as well as other changes in balance and equilibrium

 

EXERCISE AND COGNITION

Possible sub-topics:

• Effects of exercise on learning and/or learning disorders
• Effects of exercise on memory
• Exercise and Attention Deficit Hyperactivity Disorder
• Exercise and prevention/treatment of Alzheimer’s disease and/or dementia

 

 

EXERCISE PRESCRIPTION FOR DIVERSE POPULATIONS

Possible sub-topics

• Exercise and prevention or treatment of Type II diabetes
• Exercise and prevention or treatment of hypertension
• Exercise and prevention or treatment of cancer
• Effects of strength training OR aerobic training on metabolic syndrome
• Effects of training on women during pregnancy OR effects of training post-pregnancy

 

 

EXERCISE IN DIVERSE ENVIRONMENTS

Possible sub-topics :

• Environmental impact on individuals exercising in the heat
• Environmental impact on individuals exercising in cold environments
• Environmental impact on individuals exercising in water environments

 

TRAINING CONSIDERATIONS

Possible sub-topics

• Effects of detraining on cardiovascular fitness or muscular fitness
• Effects of strength training on cardiovascular function
• Effects of overtraining
• Effects of strength training on improving fat utilization
• Effects of cardio training on body fat location and utilization
• Pre or Post exercise supplementation with fat, carbs or protein

 

EMOTIONAL/SOCIAL

Possible sub-topics

• Effect of physical activity on sleep OR stress
• Effect of physical activity on mood
• Effect of physical activity on anxiety
• Effect of physical activity on depression

 

 

NUFS/KIN 163 GRADING CRITERIA FOR RESEARCH ANALYSIS

 

“A” papers (receiving 90% or more of the total points) have the following characteristics:

• Carefully follow the content guidelines given by the instructor; responding to each question with descriptions and critique for all components of the study;
• Carefully follow the guidelines for format; which includes not exceeding by more than one-half page the maximum double-spaced pages allowed;
• Are written in standard English, at an upper division college level, with complete sentences and appropriate paragraphs;
• Are written in the student’s own words, with no direct quotes or copied material;
• Are free of redundancies, and have, at most, only 2-3 spelling and/or grammatical errors;
• Develop each section of the critique in a clear and logical fashion; have smooth transitions from one sentence or idea to another;
• Include insightful interpretation that goes beyond the obvious or what the authors disclosed;
• Cover all of the major aspects of the assignment without going off track or padding;
• Are turned in on the due date and

“B” papers (receiving 80-89% of the total points) usually differ from an “A” report in one or more of the following ways:

• Show less care in following the guidelines;
• Have a few lapses in good writing;
• Have less than full clarity in expression of ideas and interpretations;
• Show some tendency to go off track, pad the paper or have redundancies;
• Are old studies, published more than 10 years ago
• Are turned in one day or partial day

“C” papers (receiving 70-79% of the total points) usually differ from an “A” paper in 2 or more of the following ways:

• Show minimal care in following guidelines, leaving several components unaddressed;
• Have more than a few lapses in good writing;
• Use some ambiguous descriptions in the analysis or interpretation;
• Go off track, pad the paper, or have redundancy in more than one instance;
• Provide direct quotes rather than summarizing and/or paraphrasing;
• Are old studies, published more than 10 years ago
• Are turned in two days after the due date/time.

Papers less than “C” (receiving less than 70% of the total points) usually differ from an “A” paper in more than one of the following ways:

• Do not follow guidelines, or do not address several of the required components;
• Are poorly written;
• Fail to interpret information correctly, or answer questions clearly;
• Frequently wander off track, are “padded” with extraneous information, or are redundant;
• Are old studies, published more than 10 years ago for nutrition, or 20 years for fitness
• Are turned in more than two days after the due date/time.

 

REMEMBER TO CONSULT THE GRADING RUBRIC FOR SUCCESS!

 

 

Name                                                                                   

 

GRADING SHEET FOR ANALYSIS OF LITERATURE #1 & #2

 

CATEGORY
Followed directions, originality report obtained, format	Major flaws in following directions, format.	Followed some, but not all directions; and/or some formatting errors.	  Excellent format.
Possible Points	0-1	2-4	5
Writing, syntax, spelling, grammar	Major flaws in writing, syntax, spelling and/or grammar	Some errors in writing, syntax, spelling and/or grammar	  Well written.
Possible Points	0-5	6-8	9-10

 

	Poor; showed lack of understanding	Average	Very good-excellent Shows high level understanding
Question 1 Stated research problem clearly.	0-1	2-3	4
Question 2 Described hypothesis/research question/goal clearly.	0-2	3-4	5
Question 3 Described participants and inclusion/ exclusion criteria	0-1	1.5	2-3
Question 4 Described the study design	0-2	3-4	5-6
Question 5 Described the results clearly	0-2	3-4	5-6
Question 6 Stated the results relative to the hypothesis	0	1	2
Question 7 Described limitations and strengths	0-1	1.5	2-3
Question 8 Described conclusions, future research ideas and applications(s)	0-2	3-4	5-6
Subtotal

• points will be deducted for each calendar day or partial day late Deductions (if late):                          

Your Total:                                       

 

 

GUIDELINES FOR ORAL PRESENTATION OF ANALYSIS OF SCIENTIFIC LITERATURE #2

 

This is a group presentation where each member presents the study he/she selected and wrote about for the Analysis of Scientific Literature #2 assignment. Each individual in the group should spend approximately 5 to 6 minutes leading a discussion on his/her own article from the group’s agreed upon topic. Having each individual present their own article on the same topic allows the overall group presentation to cover a variety of angles on the subject matter.

Presentation

• The presentation should begin with a brief introduction of the topic. This is often done by just one person and is not considered part of his/her formal
• Each student’s introductory slide must contain a full APA reference for the research study including authors, year, title, journal name, volume and
• The presentation should include an evaluation (critique) of the research article including the purpose of the research, methodology, results, conclusions, strengths/limitations, and applications to the “real” Students are encouraged to evaluate studies that provide differing results.
• Students should be creative and use any or all of the following in their presentations: demonstrations, visual aides (overheads, charts, handouts), and other techniques to inform and interest the Students should practice oral presentation etiquette which includes addressing and greeting the audience, introducing yourself and the study, looking at the camera/audience instead of directly reading off of the slides.
• Once each student presents his/her own paper, the group will then need to compare and contrast their studies. This is best done with each group member synthesizing their study results with the others and end with a “bottom line” type of take away and conclusion. This is not a restatement of study characteristics (i.e., participant statistics, study location, intervention type, ).
• This is a group assignment; therefore, each member should collaborate on the introduction, compare/contrast and the

Oral Presentation Slides & Recording: Both the slides and a recording of the presentation need to be uploaded to Canvas. Only one group member needs to submit these because the assignment is listed as a group assignment and files will show up in each member’s Canvas as submitted.

 

Evaluation of the oral presentation will be based on the following and a rubric is included with this assignment:

1. Presentation skills (including adherence to time guidelines; organization of presentation/preparedness; effectiveness of oral presentation (e.g., delivered without excessive reliance on notes); and effective use of visual aids/ability to interest audience).
2. Ability to critically evaluate scientific research;
3. Ability to define/demonstrate practical application of the material;
4. Appropriateness of nutrition/fitness article;
5. Ability to compare & contrast article with other articles in group, contribution to group summary, conclusions and “take ”

This assignment is worth a total of 50 points, up to 25 points for each student’s individual presentation and up to 25 points for a group grade. The group grade is calculated as the average of the group’s individual scores. This means that the total score for each person is dependent upon the others in the group. To be most successful, communicate with your group early on and commit to a schedule.

 

 

Student Name:                                                              Date:                                               

 

1. Presentation (Adherence to time guidelines; organization of presentation/preparedness; effectiveness of oral presentation (delivered without excessive note reading; effective use of visual aids/ability to interest audience)

Poor	Adequate	Good	Very Good	Excellent
0-1	2	3	4	5

 

2. Ability to critically evaluate scientific research

Unacceptable/Poor	Needs improvement	Good	Very good	Excellent
No attempt to evaluate study or evaluative statements unsupported or inappropriate	Student’s opinion of the article is not clear; critical thinking is not evident	Student’s opinion of the article is stated, along with critical evaluation of the article’s premise and/or argument, but some significant points are overlooked	Includes critical thinking that clearly states the student’s opinion and some evaluation of the article’s premise and/or arguments but overlooks some points	Includes critical thinking that clearly states the student’s informed and substantiated opinion, thorough evaluation of the article’s premise, and supporting points
0-1	2-3	4-6	7-9	10

 

3. Ability to define/demonstrate practical application of material

Unacceptable/Poor	Needs improvement	Good	Very good	Excellent
No attempt made to describe context of study or practical application of material	Attempt made to discuss practical application but missed the mark	Good attempt made to discuss practical application but could be improved	Practical application of material clearly described	Practical application of material very clearly described by providing a number of examples
0	1	2	3	4

 

4. Appropriateness of nutrition/fitness article

Poor	Needs improvement	Good	Very good	Excellent
0	.5	1.5	1.75	2

 

5. Ability to compare/contrast article with other group articles, contribution to group summary/conclusions and “take away”

Poor	Below average	Average	Very good	Excellent
Student fails to mention how article compares and contrasts with others’ article; demonstrates low or non-existent level of understanding regarding how article chosen fits in with other articles; fails to include article in introduction and conclusion.	Student fails to mention how article compares and contrasts with others’ article or does not correctly put article in context; demonstrates low level of understanding regarding how article chosen fits in with other articles; fails to include article in introduction and conclusion	Student does an adequate job explaining how article compares and contrasts with others’ article; demonstrates average level of understanding regarding how article chosen fits in with other articles; fails to include article in introduction and/or conclusion.	Student does a very good job explaining how article compares and contrasts with others’ article; demonstrates good but not great level of understanding regarding how article chosen fits in with other articles; includes article in introduction and conclusion.	Student does an excellent and thorough job explaining how article compares and contrasts with others’ article; demonstrates high level of understanding regarding how article chosen fits in with other articles; includes article in introduction and conclusion.
0	1	2	3	4

 

Total Points – Individual	                   / 25
Total Points – Group Average	                   / 25
GRAND TOTAL POINTS	                   / 50

 

 

 

 

CONSUMER PRODUCT: FITNESS & NUTRITION

 

Purpose of the Assignment: to evaluate an electronic advertisement in a way that the student becomes a more critical consumer. The advertisement will be evaluated by comparing the claims made in the ad to scientific evidence and research findings.

 

Ad Selection: For Nutrition, your instructor will provide two options, along with their URLs in the Assignment itself on Canvas. You will choose which one you want to research for this paper. For Fitness, you will also be provided the URL of the fitness ad on Canvas. If you opt to do this, make sure to pick an advertisement that has some substance to it, the less the ad says, the harder it is to critique. Original advertisements should not come from library sources or magazines.

 

Assignment Format:

Page 1: Title page with the product name/advertisement

 

Pages 2 to 4 (or 5): Consumer Product Analysis

This section contains your analysis of both the ad itself and the product advertised. Evaluating the ad itself is very important however the primary purpose of this paper is evaluating the product and whether there is research to support its claims. The paper should be 3-4 pages. You should comment on the positive aspects (praise) and the negative aspects (criticism) of the ad. Your analysis should be in paragraph form, and critical comments should be well developed and substantiated (cited) by the research studies you use for this assignment. When discussing scientific articles to analyze the product, do NOT use direct quotes or copied material from the scientific articles. Instead, paraphrase the information in your own words and cite appropriately in APA format. In the text of your paper, the author & year of the scientific source should be indicated. When more than two authors are cited, “et al.,” may be used as per APA format (however, remember to include all names on Reference Page.).

See example below:

According to Maughan et al. (2013), creatine supplementation has been shown to significantly increase total body mass in subjects over a 4-week period.

When discussing the advertisement or product description, you may make limited use of short quotations (<40 words) from the ad or product description, but they should be in APA format and cited properly with page numbers, and author/year.

When critically evaluating the advertisement, comment on the text, and use of color and graphics. You need to include comments about all of the following questions:

• Who appears to be the intended consumer?
• What techniques are used to draw the attention of the reader? Are they successful or not? Again, consider wording, terminology, graphics and
• Is the ad straightforward and factual?
• Is any important information omitted that should be disclosed to the consumer?
• What gimmicks are used to sell the product? Were the gimmicks successful?

When critically evaluating the product, incorporate responses to all of the following questions but do not limit your critique to the questions below. This product evaluation should make up the majority of the paper.

• Is the use of this product supported by scientific evidence? If so, are there any conflicting results among various studies? Do the subjects’ age, health condition, fitness level, etc. match those for whom the ad is directed? Were there limitations and/or flaws in these studies? Describe the studies,

Get Crisis Policy Essay Help Here!!

in your own words, to defend your statements and give evidence for or against the claims made in the ad.

• What, if any, contribution would the consumption or use of the product make to the nutrient intake, physique, or fitness level of the intended consumer?
• How much does the product cost? Could some less expensive product be used to obtain the same results? If so, what?
• What hazards/adverse effects might be associated with the use of this product? Are there any conditions (e.g., medical, age-related) that would contraindicate the use of the product?

The Consumer Product paper is aimed to analyze the product and provide research studies to demonstrate support, or lack thereof, of the product’s claims. This might necessitate a detailed discussion of the study if relevant to the product directly. You should avoid summarizing the studies independent from one another and the product.

Page 5 or 6: References

This is a separate page and should be headed “References” at the top center of the page.

List the source of the advertisement, and alphabetically list the references used to support your evaluation. Do not alphabetize “within” each reference by changing the original order of authors. However, alphabetize your order among the various references, using the last name of the 1st author of each reference.

You may use the course textbooks. However, in addition, you must use at least 3 other reliable (peer reviewed) journal references to support your analysis. References need to be current (published within the last 10 years) and must be cited in the evaluation. Give the full publication information of each reference used, including all author(s), title of article and journal or title of book, year of publication, volume or edition, and page number(s).

Indentation – Although the current Publication Manual advises standard (five spaces, first line) indentation for the reference list, this is primarily designed to make typesetting easier; the typeset version will have hanging indents (first line flush left, following lines five spaces indent). We recommend for this paper that you use hanging indents for enhanced readability. We have formatted our sample references list with hanging indents.

Capitalization – Capitalize only the first word of book titles and articles and the first word after a colon. However, for name of journals, capitalize first letter of all major words.

Punctuation – Use a comma to separate:

• Surnames from initials
• A journal title from volume number
• A volume number from page numbers
• When given, an issue number from page numbers
• (Ed.) from book title
• City of publication from state

Spacing – All entries (the entire page) should be double-spaced.

 

 

 

References should be completed in American Psychological Association (APA) format. See examples below.

Journal article:

Volek, J. S., Duncan, N. D., Mazetti, S. A., Putukian, M., Gomez, A. L., & Kraemer, W. J. (2000). No effect of heavy resistance training and creatine supplementation on blood lipids. International Journal of Sports Nutrition, 10, 144-156. doi:134-5678-321

Book (other than first edition):

Whitney, E., & Rolfes, S. (2005). Understanding nutrition (10th ed.). Belmont, CA: Thomson Wadsworth.

Article or chapter in edited book:

 

Eiser, S., Redpath, A., & Rogers, N. (1987). Outcomes of early parenting: Knowns and unknowns. In

1. P. Kern & L. S. Maze (Eds.), Logical thinking in children (pp. 58-87). New York: Springer.

 

Electronic Reference (see note of caution below):

Mack, G. W., & Bergeron, M. F. (May 30, 1997). Hydration and physical activity: Scientific concepts and practical applications. Retrieved from: http://www.gssiweb.com/hydr.html

Quality of References: Acceptable references include any reliable, professional, nutrition, physical education, sports medicine, or scientific journal or book. Unacceptable references include popular magazines (e.g., Runner’s World, American Health, Prevention, Muscle and Fitness), blogs or influencers’ posts, or popular books (The Zone Diet, 50 Ways to Stay Fit on a Busy Schedule, Total-Life Exercise Book). If you are unsure of the reliability of a reference, check with your instructor!

Refer to the syllabus for a partial list of acceptable periodicals and on-line resources.

You may contact our reference librarian to make an appointment at the library for help in using the databases and searching for appropriate references. See the course syllabus for contact information.

Use of WWW pages: The World Wide Web (The Internet) is an unmonitored, un-refereed source of information. Consequently, information may be accurate or inaccurate, and each page must be judged for accuracy and reliability. Authoritative web pages are written by individuals with appropriate credentials (e.g., Ph.D., R.D., M.D., etc.) and should cite references used to write the page. Pages that are sponsored or maintained by the seller of a product are most often biased toward the product and should be read with this in mind. We highly recommend that you only use journal articles (or articles coming from professional sources). Again, if you are unsure of the reliability of the source, check with your instructor.

General Paper Form and Style Guidelines:

Your paper must:

• Be written in narrative, paragraph format, typed and double spaced
• Be written in the 3rd person (do not use first or second person, such as “we”, “I” or “you”)
• Be written in the past tense when describing the research study

 

 

 

• Not use direct quotations or copied material from the scientific sources
• Be in a font size that is New York Times 12 point or similar size (easy to read)
• Be left justified (do not right justify/align, which centers the text)
• Have 1-inch margins all around
• Have numbered pages
• Be submitted in the manner requested by your instructor

 

 

 

Name                                                                                 

 

CONSUMER PRODUCT GRADING SHEET

 

Format/appearance/organization/complete information APA format

 

Poor				Very Good
0-1	2	3.5	4	5

References (number and quality)

 

Poor				Very Good
0-1	2	3.5	4	5

Use of references in paper (appropriate citations for all references)

 

Poor				Very Good
0-1	2	3.5	4	5

Quality of writing (syntax, grammar, spelling)

 

Poor				Very Good
0-5	6	7-8	9	10

Critical evaluation of advertisement (text, color, graphics)

 

Poor				Very Good
0-5	6	7-8	9	10

Critical evaluation of product (how claims of ad relate to scientific evidence)

 

Poor				Very Good
0-7	8-9	10-11	12-13	14-15

 

Subtotal:                                          Deductions (if late):                       *

* 2.5 points deducted for each calendar day or partial day late

Total Score: