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Introduction To Regulatory Compliance and OSHA
Introduction To Regulatory Compliance and OSHA
| ORDER # | 100313 |
| PAPER TYPE | ESSAY |
| WRITING LEVEL | MASTERS |
| WRITING STYLE | APA |
| # OF SOURCES | 4 |
| # OF PAGES & WORD COUNT | 5 ≈ 1375 WORDS |
The Occupational Safety and Health Administration (OSHA) standards promulgation process is quite elaborate and provides a great deal of deliberation between OSHA and various stakeholder groups. Describe ways this might be helpful with respect to ensuring the final rule coming out of the process is the best it can be, and/or describe ways this deliberative process can have a negative impact.
ALSO PLEASE REPLY TO ANOTHER STUDENTS COMMENT BELOW WITH A POSITIVE COMMENT RESPONSE. This assignment uses a grading rubric. Read the requirements of the rubric before you start writing your paper.
VICTORIA:
Hello class. My name is Victoria , I live in Lapeer Michigan, and am employed at a skilled nursing facility. I am currently enrolled in the Occupational Health and Safety degree program. My goals are to obtain my degree and seek employment as a safety professional.
After reading how long it takes to just get something to the final rule stage, I had to wonder how anything ever gets to that stage. I would be worried that people were continuing to get hurt while this whole review and debate process was taking place. On the other side though with all of the research and debate, they would have definitely covered all the bases and would have a pretty tight final rule when it came out.
Grading Rubric for Introduction To Regulatory Compliance and OSHA
Levels of Assessment
| Criteria | Inadequate=D (Below Standard) | Adequate=C (Meets Standard) | Above Average=B (Exceeds Standard) | Exemplary=A (Far Exceeds Standard) |
| Organization | Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors. | Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay. | Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present. | Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic. |
| Level of Content | Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal. | Content indicates thinking and reasoning applied with original thought on a few ideas. | Content indicates original thinking and develops ideas with sufficient and firm evidence. | Content indicates synthesis of ideas, in- depth analysis and evidences original thought and support for the topic. |
| Development | Main points lack detailed development. Ideas are vague with little evidence of critical thinking. | Main points are present with limited detail and development. Some critical thinking is present. | Main points well developed with quality supporting details and quantity. Critical thinking is weaved into points | Main points well developed with high quality and quantity support. Reveals high degree of critical thinking. |
| Grammar & Mechanics | Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent. | Most spelling, punctuation, and grammar correct allowing reader to progress though essay. Some errors remain. | Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons. | Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons. |
| Style | Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis. | Approaches college level usage of some variety in sentence patterns, diction, and rhetorical devices. | Attains college level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively. | Shows outstanding style going beyond usual college level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination |
| Format | Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention. | Meets format and assignment requirements; generally correct margins, spacing, and indentations; essay is neat but may have some assembly errors. | Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled. | Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look. |
