Binus University Repository

Gaol, Ford L.

Check Using Machine Learning
Techniques to Earlier.pdf
by Arta Sundjaja
Submission date: 25-Jun-2019 05:01PM (UTC+0700)
Submission ID: 1102511214
File name: Using_Machine_Learning_Techniques_to_Earlier.pdf (644.8K)
Word count: 2482
Character count: 13031





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Check Using Machine Learning Techniques to Earlier.pdf
ORIGINALITY REPORT
PRIMARY SOURCES
Suryadiputra Liawatimena, Yaya Heryadi,
Lukas, Agung Trisetyarso, Antoni Wibowo,
Bahtiar Saleh Abbas, Erland Barlian. "A Fish
Classif ication on Images using Transfer
Learning and Matlab", 2018 Indonesian
Association for Pattern Recognition
International Conference (INAPR), 2018
Publicat ion
annals-csis.org
Internet Source
Submitted to Middlesex University
Student Paper
Evawaty Tanuar, Bahtiar Saleh Abbas, Agung
Trisetyarso, Chul-Ho Kang, Ford Lumban Gaol,
Wayan Suparta. "Back propagation neural
network experiment on team matchmaking
MOBA game", 2018 International Conference
on Information and Communications
Technology (ICOIACT), 2018
Publicat ion
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Exclude matches < 1%

English

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Enhancement of carbon detection sensitivity in laser induced breakdown spectroscopy with low pressure ambient helium gas

Tamara, Dewi

The Employee Perspective
by Dewi Tamara
Submission date: 07-Oct-2019 01:43PM (UTC+0700)
Submission ID: 1187632904
File name: Vol_5_No_5_Sept_2019_The_Employee_Perspective.pdf (785.59K)
Word count: 7122
Character count: 38340
























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The Employee Perspective
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Binus University International
Student Paper
www.theseus.fi
Internet Source
Submitted to Higher Education Commission
Pakistan
Student Paper
Submitted to University of Southampton
Student Paper
Submitted to University of Hull
Student Paper
Submitted to Monash University
Student Paper
Submitted to Heriot-Watt University
Student Paper
Submitted to HHL - Handelshochschule Leipzig
Student Paper
Submitted to Universitas Warmadewa
<1%
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Student Paper
FINAL GRADE
/0
The Employee Perspective
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
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RUBRIC: AE RUBRIC
TR
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Task Response
• does not submit • does not attempt the task in any way
• answer is completely unrelated to the task
• barely responds to the task • meets only a small proportion of the required number
of words • does not express a thesis • may attempt to present one or two ideas
but there is no development
• does not adequately address any part of the task • meets only a small proportion of
the required number of words • does not express a clear position • presents few
ideas, which are largely undeveloped or irrelevant
• responds to the task only in a minimal way or the answer is tangential; the format may
be inappropriate • the report is substantially shorter or longer than the required
number of words • presents a thesis but this is unclear • presents some main
ideas but these are difficult to identify and may be repetitive, irrelevant or not well
supported
• addresses the task only partially; the format and/or content of the section headings may
be inappropriate in places • the report is substantially shorter or longer than the
required number of words • expresses a thesis but its development is not always
clear and there may be no conclusions drawn • presents some ideas but these are
limited and not sufficiently developed; there may be irrelevant detail
• addresses all parts or sections of the report as appropriate for its nature and purpose
although some parts or sections may be more fully covered than others • is only over
or under by approximately 15 percent of the required number of words • presents
relevant ideas to support the thesis but the other parts or sections of the report are not
well developed • presents relevant ideas but some may be inadequately developed/
unclear
• addresses all parts or sections of the report as appropriate for its nature and purpose • is only over or under by approximately 10 percent of the required number of words • presents a clear thesis with supporting ideas , but there may be a tendency to over-
generalize and /or supporting ideas may lack focus
• sufficiently addresses all parts or sections of the report as appropriate for its nature and
purpose • is only over or under by approximately 5 percent of the required number
of words • presents a well-developed thesis and presents relevant, extended and
supported ideas under each part or section of the report
• fully addresses all parts of the report as appropriate for its nature and purpose •
meets the required number of words , excluding references • presents a fully
developed thesis and presents relevant, fully extended and well- supported ideas under
each part or section of the report
• excellently addresses all parts or sections of the report as appropriate for its nature and
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purpose • meets the required number of words , excluding references •
presents a fully developed thesis and presents relevant, fully extended and well-supported
ideas under each part or section of the report
Coherence and Cohesion
• does not submit
• fails to communicate any message
• has very little control of organization features
• does not organize ideas logically • may use a very limited range of cohesive
devices, and those used may not indicate a logical relationship between ideas
• presents information and ideas but these are not arranged coherently and there is no
clear progression in the response • uses some basic cohesive devices but these may
be inaccurate or repetitive • may not write in paragraphs or their use may be
confusing
• presents information with some organization but there may be lack of overall
progression • makes inadequate, inaccurate or over-use of cohesive devices •
may be repetitive because of lack of use of referents and substitution • may not write
in paragraphs or paragraphing may be inadequate
• arranges information and ideas coherently and there is a clear overall progression •
uses cohesive devices effectively, but cohesion within and/or between sentences may be
faulty or mechanical • may not always use referents clearly and appropriately •
uses paragraphing, but not always logically
• logically organizes information and ideas; there is clear progression throughout •
uses a range of cohesive devices appropriately although there may be some under/-over-
use • presents a clear central topic within each section of the report
• sequences information and ideas logically using appropriate main and sub-headings • manages all aspects of cohesion well • uses paragraphing sufficiently and
appropriately
• uses cohesion fluently • skillfully manages paragraphing and logically develops
main and sub-headings • presents a clear central topic within each part or section of
the report
• excellently uses cohesion in such a way that it falls naturally and attracts no attention • skillfully manages paragraphing and logically develops main and sub-headings of the
report • excellently presents a clear central topic within each part or section of the
report
Lexical Resource
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GRA
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• does not submit
• can only use a few isolated words
• uses an extremely limited range of vocabulary; essentially no control of word formation
and/or spelling
• uses only a very limited range of words and expressions with very limited control of word
formation and/or spelling • errors may severely distort the message
• uses only basic vocabulary which may be used repetitively or which may be
inappropriate for the task • has limited control of word formation and/or spelling;
errors may cause strain for the reader
• uses a limited range of vocabulary, but this is minimally adequate for the task • may
make noticeable errors in spelling and/or word formation that may cause some difficulty for
the reader
• uses an adequate range of vocabulary for the task • attempts to use less common
vocabulary but with some inaccuracy • makes some errors in spelling and/or word
formation, but they do not impede communication
• uses a sufficient range of vocabulary to allow some flexibility and precision • uses
less common lexical items with some awareness of style and collocation • may
produce occasional errors in word choice, spelling and/or word formation
• uses a wide range of vocabulary fluently and flexibly to convey precise meanings •
skillfully uses uncommon lexical items but there may be occasional inaccuracies in word
choice and collocation • produces rare errors in spelling and/or word formation
uses a wide range of vocabulary with very natural and sophisticated control of lexical
features; rare minor errors occur only as ‘slips’
uses a wide range of vocabulary with very natural and sophisticated control of lexical
features
Grammatical Range and Accuracy
• does not submit
• cannot use sentence forms at all
• cannot use sentence forms except in memorized phrases
• attempts sentence forms but errors in grammar and punctuation predominate and distort
meaning
• uses only a very limited range of structures with only rare use of subordinate clauses • some structures are accurate but errors predominate, and punctuation is often faulty
• uses only a limited range of structures • attempts complex sentences but these
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tend to be less accurate than simple sentences • may make frequent grammatical
errors and punctuation may be faulty; errors can cause some difficulty for the reader
• uses a mix simple and complex sentence forms • makes some errors in grammar
and punctuation but they rarely reduce communication
• uses a variety of complex structures • produces frequent error-free sentences • has good control of grammar and punctuation but may make a few errors
• uses a wide range of structures • the majority of sentences are error-free •
makes only very occasional errors
uses a wide range of structures with full flexibility and accuracy; rare minor errors occur
only as ‘slips’
uses a wide range of structures with full flexibility and accuracy
Referencing
• does not submit
• does not include any references and/or in-text citations.
• Probably no in-text citations and/or a few references which may or may not be relevant,
none in the correct format, or sufficiently balanced to provide support to the paper.
• Some in-text citations and few references are relevant, none in the correct format, and
are either insufficient in number to provide adequate support to the paper or too many to
justify originality
• Some in-text citations and some references are relevant, rarely in the correct format, but
are poorly distributed to provide support to the paper
• Some in-text citations and the majority of references are relevant, some in the correct
format, but are not well-distributed to provide support to the paper
• The majority of in-text citations and references are relevant, majority in the correct
format, and distributed to provide support to the paper
• The majority of in-text citations and most references are relevant, mostly in the correct
format, and sufficiently distributed to provide support to the paper
• Most in-text citations and all references are relevant, in the correct format, and well-
distributed to provide strong support to the paper
All in-text citations and most references are relevant, in the correct format, and very well-
distributed to provide strong support to the paper
• All in-text citations and references are completely relevant, in the correct format, and
extremely well-distributed to provide convincing support to the paper

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