3 differnt classes in this post they are broken into sections and labeled with differnt parts for each answer i need it put on a differnt word document also if there are spredsheets involed i need it taking care of also

Running Head: FMLA AND ADD 1

Running Head: FMLA AND ADD 8

FMLA and ADD

Eddie Feliciano

Rasmussen

Author Notes

This research is being submitted on April 24, 2013, for Eddie Feliciano B230/FIN1000

FMLA and ADD

If any employee wishes to take FMLA leave there are certain requirements that must be met. In addition to the length of employment and hours worked in the 12 months prior to the request the leave must be for a qualifying reason. The qualifying reasons include: maternity leave, unable to perform job duties as a result of serious health condition, adoption of child, needed to care for spouse, child, or parent with serious health condition. Comment by Rob Paixao: Comments number two through five in the chart below… Relevance… Analysis… Source…

The only part of this rule that is open to interpretation is the serious health condition clause. The law outlines that a serious health condition must intervene with being able to participate in normal daily activities. In the case of Perry vs. Jaguar this is where the claim did not stand up in court . Comment by Rob Paixao: Comment number one above…

The serious health condition clause is the key to FMLA leave requests. If the health condition does not affect the ability to conduct daily activities, as was the case for Perry whose child was still able to go to school and play video games, the FMLA law would not apply (Hesse & Ehrens, 2006). Jaguar did not violate Perry’s rights by not allowing him to return as the health condition of his child did not meet the requirements to be a serious health condition under the FMLA regulations.

If the child had needed more comprehensive care, such as not being able to attend school or play with other children, play video games or ride his bicycle, then the FMLA clause may have been invoked but as the condition stood, the bi-annual doctor appointments and medication for the child allowed him to continue his daily activities which meant there was no reason for Perry to take FMLA leave. Comment by Rob Paixao: Comment number one above

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References

Hesse, K. A., & Ehrens, D.,R., M. (2006). Family medical leave. Benefits Quarterly, 22(3), 57-58. Retrieved from http://search.proquest.com/docview/194931528?accountid=32521

Please refer to the comment table below.

When you are reading the comments and suggestion in the comment bubbles in your paper you can refer to the comment number and its meaning. They serve as the basis for the score you received.

If you have any comments or questions, you are always welcome to contact me after you have reviewed these comments and suggestions. Thanks for the submission.

Rob

Comment Number	What does it mean?
1	Not proper APA format…in its entirety
A	Title page missing
B	Reference Section missing
C	Not a proper in text citation
2	Proofreading
A	Never use contractions (don’t, doesn’t, and so on…)
B	Never use abbreviations (USA, NM, and so on…)
3	Source? Analysis? Relevancy? In text citation at the end of the sentence?
4	What are you trying to say here? I do not understand what you are trying to say here…?
5	Good idea here…How would you expand on it here? What would be the source? How would it be relevant? How would it fit in the analysis? Where would the in text citation be at the end of the sentence?
6	What source provided the data for this? It is missing?

Rubric: Assignment

Total Possible Score: 20 (100%)

Total Possible Score: 20 X ( %) = /20

Thesis Statement

The student defines terms, conditions, and all arguments of the assignment.
The student summarizes historical evolution.
The student explains relevance of the topic and argument of the assignment.
The student analyzes the topic and argument of the assignment.
The student evaluates several views of topic discussed

Total: 20%

Distinguished - Thoroughly and comprehensively developed introduction and thesis statement, giving a clear direction and purpose of the paper. (100%)

Proficient - Clearly developed introduction and thesis statement, giving some direction and purpose of the paper. (80%)

Basic - Introduction and thesis statement are present, and somewhat give direction and purpose of the paper. (70%)

Below Expectations - Introduction and thesis statement are present, though incomplete.  The direction and purpose of the paper is unclear. (60%)

Non-Performance - The introduction and thesis statement are either non-existent or lack the components described in the assignment instructions. (50%)

Resource Section & Resource Requirement

The student summarizes historical evolution.
The student identifies examples and their relevance to the topic and argument of the assignment.
The student explains relevance of the topic and argument of the assignment.
The student analyzes the topic and argument of the assignment.
The student evaluates several views of topic discussed	---

Total: 20%

Distinguished - References within the bibliography are appropriately selected, correctly cited, and clearly relevant to the assignment, according to the description provided. (100%)

Proficient - References within the bibliography are appropriately selected, cited, and relevant to the assignment, according to the description provided. (80%)

Basic - References within the bibliography are appropriately selected and somewhat relevant to the assignment, according to the description provided. (70%)

Below Expectations - References within the bibliography are not appropriately selected, and may be irrelevant to the assignment, according to the description provided. (60%)

Non-Performance - The bibliography is either nonexistent or lacks the components described in the assignment instructions. (50%)

Critical Thinking: Evidence

The student defines terms, conditions, and all arguments of the assignment.
The student summarizes historical evolution.
The student identifies examples and their relevance to the topic and argument of the assignment.
The student explains relevance of the topic and argument of the assignment.
The student analyzes the topic and argument of the assignment.
The student evaluates several views of topic discussed
The student logically develops the thesis to lead to the conclusion.
The student supports development with facts, full explanations, and persuasive reasoning.
The student uses his or her own words (quotations are less than 5% of body).
The paper includes a strong conclusion that is consistent with thesis.

Total: 20%

Distinguished - Employs persuasive information from credible source(s) to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thoroughly. (100%)

Proficient - Employs applicable information from credible source(s) to develop an analysis of the topic. (80%)

Basic - Identifies applicable information from credible source(s), but may neglect the application of such information toward the analysis of the topic. (70%)

Below Expectations - Displays information from external source(s), but such information may lack credibility and/or relevance.  Neglects the application of such information toward the analysis of the topic. (60%)

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. (50%)

APA Formatting

The student uses APA in-text (short) citations to sources.

The student uses APA long citations on reference page.

Total: 20%

Distinguished - Accurately uses APA formatting consistently throughout the paper, title and reference page. (100%)

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. (80%)

Basic - Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. (70%)

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA. (60%)

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions. (50%)

Proofreading

Content Criteria

The student defines terms, conditions, and all arguments of the assignment.

The student summarizes historical evolution.

The student identifies examples and their relevance to the topic and argument of the assignment.

The student explains relevance of the topic and argument of the assignment.

The student analyzes the topic and argument of the assignment.

The student evaluates several views of topic discussed (20%)

The paper includes an introduction with a clear and concise thesis statement.

The student logically develops the thesis to lead to the conclusion.

The student supports development with facts, full explanations, and persuasive reasoning.

The student uses his or her own words (quotations are less than 5% of body).

The student uses logical paragraph and sentence transitions.

The student uses complete and clear sentences.

The student uses correct grammar, spelling, and punctuation.

The paper includes a strong conclusion that is consistent with thesis.

Research Criteria

The student writes at least 1,500 words in body of essay.

The student cites at least three relevant academic articles found in the Ashford Online Library.

The student uses APA in-text (short) citations to sources.

The student uses APA long citations on reference page.

Total: 20%

Proofreading

The student uses logical paragraph and sentence transitions.

The student uses complete and clear sentences.

The student uses correct grammar, spelling, and punctuation.

Total: 20%

Distinguished – not one mistake can be found (100%)

Proficient – there are some mistakes but they did not impact the paper (80%)

Basic – there are some mistakes but they made the reading a little troubling (70%)

Below Expectations –the Paper was made difficult by faulty grammar and proofreading errors (60%)

Non-Performance – the paper really was difficult to read because of grammar spelling other errors as indicated in this paper (50%)