Chem 1405 introductory chemistry i determination of density c

1. CHEM 1405 - Introductory Chemistry I Determination of
Density
CHEM 1405 - Introductory Chemistry I Determination of
Density
Determination of DensityReport sheet
Name:_________________________________
Date:__________________________________
Lab
Partner(s)____________________________________________
______________________
Instructor:______________________________
Section:_______________________________Pre-lab Questions
1. What is the relation between density, volume, and mass?
_____________________________________________________
_________________________
_____________________________________________________
_________________________
_____________________________________________________
_________________________
_____________________________________________________
_________________________
2. How does one find the density of a regular-shaped solid? An
irregular-shaped solid?
_____________________________________________________
_________________________
_____________________________________________________
_________________________
_____________________________________________________
_________________________
_____________________________________________________
_________________________
I. Density of a Regular Solid
1. Identity of the item used as the Regular Solid:

2. _________________________________
Be sure to express the measured values consistent with the rules
of significant figures.
Data Table 1 – Density of a Regular Solid
mass of regular solid (step #2)
length of regular solid (step #3)
width of regular solid (step #3)
height of regular solid (step #3)
volume of regular solid (step #4)
Remember to include units when recording measured values on
the Data Table.
2. Density of the Regular Solid: _____________________ g/
cm3
II. Density of an Irregular Solid
1. Identity of the item used as the Irregular Solid (if an
unknown sample, provide the unknown’s
number):_____________________________________________
________________
Data Table 2 – Density of an Irregular Solid
mass of irregular solid (step #1)
initial volume of water only, V1 (step #3)
volume of water + irregular solid, V2 (step #5)

3. 2. Total volume displaced by the Irregular Solid:
_____________________________________
Show calculations:
3. Density of the Irregular Solid:
____________________________________________________
Show calculations:
III. Finding the Density using Graphing TechniqueData Table 3
– Finding the Density using Graphing Technique
initial volume of water (step #1) (V0)
mass of first 5 pennies (step #2) (M1)
volume of water + first 5 pennies (step #3) (V1)
M2 (step #5)
V2 (step #6)
M3 (step #7)
V3 (step #7)
M4 (step #7)

4. V4 (step #7)
M5 (step #7)
V5 (step #7)
Remember to include units when recording measured values on
the Data Table.
1. Determine the density of the pennies by calculating the slope
of the line created by plotting the datapoints. (step #12)
Show calculations:
2. Density of the pennies using graphing technique (step #13):
__________________ g/mL
3. Identity of the metal which comprises a penny (step #15):
__________________________Remember to attach the video
recording of the student performing this section of the lab
experiment to the report sheet either as a file attachment or as a
link to a YouTube video. Failure to provide this video will
result in a grade of ZERO on this lab assignment.
IV. Procedure to find Density (slope) using Excel
1. Density (calculated slope of the trendline) (step #14):
_________________________ g/mL
2. Identity of the metal from which a penny is made:
_________________________________
3. Attach a copy of the scatter chart created using Excel,

5. including the line and line equation as generated with the
program.
Questions: (show calculations!)
1. 575 g of an organic solvent is needed for an experiment. If
the density of the organic solvent is 0.785 g/mL, what is its
volume of organic liquid needed in mL?
2. What is the mass of a solution that has a density of 1.125
g/mL and a volume of 80.0 mL?
3. Why does a helium-filled balloon rise in air?
4. Which graphing technique seems to be the more accurate
technique in finding a density: creating a hand-drawn graph on
graph paper or using the Excel program to generate a Scatter
Chart? Why?
REMEMBER:
· Attach the photo of the completed hand-drawn graph from
section “III. Finding the Density using Graphing Technique”.
· Attach the video of the student’s execution of the
experimental procedures from section “III. Finding the Density

6. using Graphing Technique”.
· Attach the photo of the scatter chart from section “IV.
Procedure to Find Density (slope) using Excel.”
Page 2 of 2
Dr. Prem Adhikari 08/2020
Page 2 of 2
Dr. Prem Adhikari 08/2020
Training paediatric healthcare staff in recognising,
understanding and managing conflict with patients
and families: findings from a survey on immediate
and 6-month impact
Liz Forbat,1 Jean Simons,2 Charlotte Sayer,3 Megan Davies,3
Sarah Barclay4
1Australian Catholic University
and Calvary Health Care,
Canberra, Australian Capital
Territory, Australia
2Lullaby Trust, London, UK
3Evelina London Children’s
Hospital, St Thomas’ Hospital,
London, UK
4Medical Mediation
Foundation, London, UK
Correspondence to
Sarah Barclay, Medical
Mediation Foundation,
36 Westbere Road,
London NW23SR, UK;
[email protected]
medicalmediation.org.uk

7. Received 22 February 2016
Revised 23 March 2016
Accepted 25 March 2016
Published Online First
20 April 2016
To cite: Forbat L, Simons J,
Sayer C, et al. Arch Dis
Child 2017;102:250–254.
ABSTRACT
Background Conflict is a recognised component of
healthcare. Disagreements about treatment protocols,
treatment aims and poor communication are recognised
warning signs. Conflict management strategies can be
used to prevent escalation, but are not a routine
component of clinical training.
Objective To report the findings from a novel training
intervention, aimed at enabling paediatric staff to
identify and understand the warning signs of conflict,
and to implement conflict resolution strategies.
Design and setting Self-report measures were taken
at baseline, immediately after the training and at
6 months. Questionnaires recorded quantitative and
qualitative feedback on the experience of training, and
the ability to recognise and de-escalate conflict. The
training was provided in a tertiary teaching paediatric
hospital in England over 18 months, commencing in
June 2013.
Intervention A 4-h training course on identifying,
understanding and managing conflict was provided to
staff.
Results Baseline data were collected from all 711 staff
trained, and 6-month follow-up data were collected for
313 of those staff (44%). The training was successful in

8. equipping staff to recognise and de-escalate conflict. Six
months after the training, 57% of respondents had
experienced conflict, of whom 91% reported that the
training had enabled them to de-escalate the conflict.
Learning was retained at 6 months with staff more able
than at baseline recognising conflict triggers (Fischer’s
exact test, p=0.001) and managing conflict situations
(Pearson’s χ2 test, p=0.001).
Conclusions This training has the potential to reduce
substantially the human and economic costs of conflicts
for healthcare providers, healthcare staff, patients and
relatives.
INTRODUCTION
Conflict is a recognised component of healthcare
provision. Direct and indirect costs associated with
conflict include litigation, reduced productivity,
staff turnover and team morale.1 For patients, con-
flict results in compromised decision-making2 and
undermining trust in clinicians.3 4
Conflict consumes considerable amounts of staff
time, particularly nurses and doctors.5
Communication difficulties are identified as a sig-
nificant contributor to conflict,5 6 as are cross-
cultural difficulties7 and religious beliefs.8
Underpinning each of these causes can be different
understandings of the clinical situation,9 different
interpretations of futility10 and likely prognosis.11
In recent work documenting the incidence and
severity of conflict in paediatric settings, the three
most frequently cited causes of conflict between

9. staff and patients/family members were: communi-
cation breakdown, disagreements about treatment
and unrealistic expectations.5
Conflict models offer ways of conceptualising
strategies which may facilitate resolution. The
Thomas–Killman’ two-dimensional model proposes
that there is a need to balance assertiveness and
cooperation,12 which includes further facets of col-
laboration, competition, accommodation, avoid-
ance and compromise. Although developed in the
context of business and management-related con-
flict, this model holds value in articulating core fea-
tures of conflict management. The development of
empathy, enabling the other party to maintain self-
respect and self-esteem have been proposed as core
elements of managing conflict.13 Growing recogni-
tion of how conflicts develop and worsen facilitates
awareness of when to intervene to minimise further
escalation.3
While mediation may be a solution14 15 changing
practice, focusing on staff understanding and
What is already known on this topic
▸ Conflict between staff and patients/families in
paediatric hospitals can be a frequent and
severe phenomenon.
▸ Direct and indirect costs associated with
conflict include litigation, lower morale and
reduced trust between staff and patients/
families.
▸ Empathy, communication and collaboration are

10. recognised features in managing conflict.
What this study adds
▸ A 4 h tailored training programme increases
staff ability to recognise conflict triggers and
de-escalate conflicts.
▸ Staff reported that 6 months after the training,
the focus on empathy and communication skills
had led to changes in their practice.
250 Forbat L, et al. Arch Dis Child 2017;102:250–254.
doi:10.1136/archdischild-2016-310737
Original article
http://crossmark.crossref.org/dialog/?doi=10.1136/archdischild-
2016-310737&domain=pdf&date_stamp=2016-04-20
http://www.rcpch.ac.uk/
http://adc.bmj.com
team-management of conflict, may be more fruitful for man-
aging emerging conflicts and early intervention. Training com-
prises a core mechanism for changing how clinicians respond to
the potential for conflict, particularly when the information can
be used soon after the training.16 Yet paediatric trainees do not
receive adequate conflict management training.17 Kaufman18
outlines a curriculum for teaching medical staff about identify-
ing and responding to conflict, which takes account of time con-
straints, the need for behavioural change, contextual power
structures, assumed skills and the legal parameters of managing
conflict. The paper concludes by stating a need for educational
programmes to be tailored to meet these features.

11. This paper describes an innovative training course designed
for staff in a paediatric hospital to recognise, manage
effectively
and de-escalate conflicts.
METHODS
The training content was developed by SB and JS, based on
understandings of conflict causes, impacts3 and severity5 in
paediatric settings. The training mirrored Gerardi’s1 work on
assessing the conflict, identifying some of the symptoms, under-
lying causes and unhelpful assumptions which may exacerbate
or cause conflict, and Back’s2 description of useful communica-
tion tools such as active listening, empathising and self-
disclosure. The training:
(1) Provided information on what triggers conflict between
parents and health professionals and how to spot the
warning signs,
(2) Included simulation exercises designed to encourage staff to
empathise with patients and families by ‘stepping into their
shoes’,
(3) Taught skills to help staff de-escalate conflicts with
families.
The 4-h training sessions were run in multidisciplinary groups
of up to 15 people, over the course of 18 months.
Training sessions began with an opportunity for participants
to discuss in pairs a conflict they had experienced with a parent
or patient, focusing on the impact of the conflict and on the
thoughts and emotions they experienced at the time. The train-
ing sessions also involved simulation exercises, asking partici -
pants to play the part of a parent or health professional, or

12. begin a conversation with a parent who is exhibiting the
warning
signs of potential or escalating conflict such as distress or
anger.
Participants and measures
Participant eligibility was determined by individuals being
employed by the hospital (a tertiary paediatric hospital in
England), at any grade or in any role. Nursing staff and non-
consultant doctors were rostered to attend the training by their
managers who encouraged participation of their teams and
ensured that they were allowed time off from their clinical
duties to attend. Training dates were also circulated via the
Trust
email so that any member of staff could apply for a training
place. All staff who expressed an interest in the training were
accommodated to attend.
A bespoke questionnaire was designed to determine the
immediate and long-term impact of the training. The question-
naire was administered at three time points: immediately before
the training, immediately after and 6 months later. The first two
were administered by paper copy. The third was sent via an
elec-
tronic survey to staff email addresses. Staff who were still
working in the hospital were followed up in person by CS or
MD. All questionnaires sought information on whether staff
were able to recognise the triggers of conflict between families
and health professionals, and whether they had the strategies to
manage conflict. Qualitative prompts asked participants to
reflect on their main learning (‘tell us one thing you learnt from
this training which you have found helpful in communicating
with patients and their families’), and to record ‘any other com-
ments you would like to make about the training and/or its
impact on your practice’. Demographic information regarding

13. staff role was also collected.
The 6-month follow-up survey collected data on: (A) whether
the training had equipped staff to more readily recognise and
de-escalate conflicts with patients and families, (B) describe
one
thing they had learnt from the training which they had found
helpful in communicating with patients and their families, (C)
whether they had experienced a conflict with a family since
doing the training and if so, whether the training had helped
them to (1) recognise the triggers and warning signs (2) to
de-escalate or resolve the conflict.
Responses were recorded on either a 5-point Likert scale, or
as a simple yes/no binary. Analysis was primarily conducted
using descriptive statistics, to enable reporting of percentages,
mean, mode and median scores. Respondent identifiers were
not used, prohibiting treating responses as paired data.
Pearson’s
χ2 and Fischer’s exact tests were used to examine a priori
hypotheses (significance set at p=0.05) regarding the impact of
the training on ability to recognise signs and triggers from pre
training to 6-month follow-up and on differences between
nursing and medical professionals. Data were organised as fre-
quency counts and percentages of people who answer in each
Table 1 Study participants
Staff group Baseline/post 6 months
Administrator 11 5
Chaplaincy 1 4*
Clinical nurse specialist 35 18
Consultant 28 15
Manager 5 6
Matron 5 3

14. Non-consultant doctor 87 15
Nursing assistant 9 10
Other 61 34
Paediatric nurse practitioner 9 4
Staff nurse 368 156
Therapist 27 16
Ward sister 65 27
Total 711 313
% of total trained 100 44
*In some staff categories there are greater numbers at 6 months
than baseline/post
assessment. We believe that some respondents coded themselves
as ‘other’ at first
assessment and then identified differently at follow -up.
Table 2 Quality and relevance of training
Quality of training n (%) Relevance n (%)
Excellent 506 (71.2) Very relevant 609 (85.7)
Good 181 (25.5) Relevant 92 (12.9)
Satisfactory 11 (1.5) Not relevant 2 (0.3)
Poor 1 (0.1) Missing data 8 (1.1)
Missing data 12 (1.7)
Total 711 (100) 711 (100)
Forbat L, et al. Arch Dis Child 2017;102:250–254.
doi:10.1136/archdischild-2016-310737 251
Original article
Likert category at each time point, to report observed and

15. expected frequencies.
Qualitative data collected from free-text prompts were ana-
lysed drawing on thematic analysis, adopting a five-stage
process
of familiarisation, identifying a thematic framework, indexing
the data, synthesising across respondents and data interpretation
to form key themes.19 Analysis was informed by a position of
theoretical freedom, rather than a priori hypotheses regarding
the likely content or themes arising from the data.20 Analysis
was conducted by an experienced qualitative researcher, with
discussion of emergent themes with the wider team.
The study was conducted in one tertiary paediatric teaching
hospital in England. Data collection commenced in June 2013
and ceased on 30 May 2015, with the training provided from
June 2013 until November 2014. This study was deemed by the
hospital’s Research and Development team to be service evalu-
ation and consequently was not reviewed by a health service
research ethics committee.
RESULTS
Seven hundred and eleven staff were trained and completed
baseline data, 313 of whom completed questionnaires at
6-month follow-up. Table 1 provides details of respondents’
staff
role and the number of completed surveys at each time point.
Staff rated the quality of the training very highly, with 98.5%
rating it excellent or good, and 99.8% rating it very relevant or
relevant as indicated in table 2.
Participants were asked about their ability to recognise trig-
gers for conflict and use of skills to manage conflicts. Table 3
summarises the binary yes/no responses and illustrates an

16. improvement from baseline to immediate-post training assess-
ment. Table 4 illustrates the observed and expected frequencies
across the Likert scale for recognising triggers. Fisher’s exact
test indicated a significant difference between the scores 4 and
5
in the pretraining responses compared with the 6-month
follow-up data (43.7% vs 57.8 and 6.7% vs 29.1%, p=0.001).
Figure 1 illustrates changes in staff ability to recognise triggers
from baseline to 6-month follow-up
Table 5 demonstrates the observed and expected frequencies
across the Likert scale for pre and 6-month follow-up data.
Pearson’s χ2 test indicated a significant difference between the
scores 4 and 5 in the pretraining responses and the 6-month
follow-up responses (20.1% vs 58.5 and 3.1% vs 17.9%
respectively, p=0.001). Figure 2 illustrates changes in staff
ability to deal with conflict from baseline to 6-month follow-up.
At 6-month follow-up, participants were asked if the training
had equipped them to recognise and de-escalate conflicts with
patients/families. The majority (n=283, 90%) reported that the
training had had this impact.
Six months after the training 178 staff respondents (57%)
had experienced conflict. Of those 178, 169 (95%) said that the
training had enabled them to recognise the triggers for the con-
flict. One hundred and sixty-two (91%) reported that they had
also been able to de-escalate the conflict as a consequence of
the
training.
Data from baseline and 6-month follow-up were analysed to
determine if there were differences between nurses’ and
doctors’
responses to the training, in reporting scores of 4 or 5 (able or
very able) to recognise and deal with conflict. Neither analysis

17. approached significance at baseline or follow -up (recognise
con-
flict, p=0.459; deal with conflict, p=0.725). Consequently, the
training appeared to have comparable impact across staff
groups.
Analysis of the qualitative data identified five core themes, and
a further six minor themes. The five core themes were:
communi-
cation and listening, recognising warning signs/triggers,
improve-
ments in practice, empathy and perspective taking. Participants
identified that being aware of early warning signs and triggers
was key learning from the training, impacting practice:
The training has been a key factor in the fact that I have not
experienced any conflicts in the last few months. Early recogni -
tion of triggers has helped me avoid conflict developing.
(Clinical
nurse specialist)
The training was so useful! Our department faces conflict daily.
The training came into use three times the day after the course.
All three were potentially explosive situations which I felt very
able to manage. I think little updates/refreshers to the training
would be most valuable. (Paediatric dental specialist)
Table 3 Learning about identifying and managing conflict
I can:
Baseline
(n=711)
Post
(n=711)

18. 6 months
(n=313)
n (%)
Recognise the
triggers of conflict
between families
and health
professionals.
Yes: 349 (49)
No: 354 (50)
Missing data: 8 (1)
Mean: 3.5
Yes: 682 (96)
No: 20 (3)
Missing data: 9 (1)
Mean: 4.4
Yes: 272 (87)
No: 41 (13)
Mean: 4
Use appropriate
skills and strategies
for recognising and
dealing with conflict
at different levels of
severity.
Yes: 163 (23)
No: 540 (76)
Missing data: 8 (1)

19. Mean: 3
Yes: 640 (90)
No: 62 (9)
Missing data: 9 (1)
Mean: 4.2
Yes: 239 (76)
No: 74 (24)
Mean: 4
Table 4 Ability to recognise triggers
Ability to recognise triggers scores
1: not very able–5: very able
Time period 1 2 3 4 5 Total
Pretraining
6-month follow-up
Count 3 29 316 307 47 702
Expected count 2.1 21.4 245.5 337.5 95.4 702
% within time period 0.4% 4.1% 45.0% 43.7% 6.7% 100.0%
Count 0 2 39 181 91 313
Expected count .9 9.6 109.5 150.5 42.6 313
% within time period 0.0% 0.6% 12.5% 57.8% 29.1% 100.0%
Total Count 3 31 355 488 138 1015
Expected count 3.0 31.0 355.0 488.0 138.0 1015
% within time period 0.3% 3.1% 35.0% 48.1% 13.6% 100.0%
252 Forbat L, et al. Arch Dis Child 2017;102:250–254.
doi:10.1136/archdischild-2016-310737
Original article

20. Many staff reported specific strategies from the training
which they were using routinely, reinforcing the positive impact
of the practical nature of the training. One such strategy derived
from the training, but not explicitly suggested to participants,
was to manage the environment in which difficult conversations
took place, for example, moving a parent from the ward to a
room to enable a more private conversation. In response to the
prompt ‘One thing I learnt was…’ staff offered the following
responses:
The ability to remove a parent from a tense environment to a
side room where she/he may be able to express himself/herself
in
confidence and without interruption and to be listened to
actively. (Staff nurse)
Effective listening, and not hesitating to apologise and not give
false hope. (Staff nurse)
Not confronting them, but allowing the patient/relative to vent
their frustrations and focus your efforts on understanding the
cause of their frustrations rather than denying or opposing their
views. (Non-consultant doctor)
Learning how to develop an empathic approach by ‘stepping
into the shoes’ of patients and families was reported by many
respondents as having a profound impact on their approach to
engaging with them:
[The training] made me try to put myself in the shoes of
patients
and their relatives, and to think about things from their perspec-
tive much more. (Consultant)

21. To see it from the families’ perspective more. Even if I may not
fully agree with the argument/issue I now empathise more with
the stressful situations the families are in. (Staff nurse)
DISCUSSION
This tailored training, delivered to staff in a paediatric hospital,
resulted in a significant improvement in the ability to identify
and manage conflict with patients and relatives. Unresolved
conflict over goals of care that escalate may require external
interventions such as independent mediation or court inter -
vention.21 22 This training therefore has the potential to
reduce the need for such costly and stressful involvement of
third parties.
Evidence-based methods of addressing conflict are required,
since conflict regarding treatment and goals of care is a marker
for increased risk of complicated bereavement for families23
and
is an independent predictor of burn-out in staff.24 Previous
research has demonstrated the impact of conflict management
training on reducing employee stress25 and consequently points
to the potential for positively impacting morale.26 The impact
on the quality of care has yet to be established. Indeed, conflict
can be construed positively as a way of energising and prompt-
ing initiation of new conversations to manage hostility.27 The
findings support other calls for training on conflict management
to be built into healthcare infrastructure.28
Although simulation training has been criticised,29 the
blended approach to this training, including role play, appears
to have had a substantial positive impact on attendees’
self-reported ability to recognise and then manage conflict
Table 5 Ability to deal with conflict

22. Ability to deal with conflict
1: not very able–5: very able
Time period 1 2 3 4 5 Total
Pretraining
6-month follow-up
Count 19 156 365 140 22 702
Expected count 14.5 109.3 300.9 223.4 53.9 702
% within time period 2.7% 22.2% 52.0% 19.9% 3.1% 100%
Count 2 2 70 183 56 313
Expected count 6.5 48.7 134.1 99.6 24.1 313
% within time period 0.6% 0.6% 22.4% 58.5% 17.9% 100%
Total Count 21 158 435 323 78 1015
Expected count 21.0 158.0 435.0 323.0 78.0 1015
% within time period 2.1% 15.6% 42.9% 31.8% 7.7% 100%
Figure 1 Ability to recognise triggers. Figure 2 Ability to deal
with conflict.
Forbat L, et al. Arch Dis Child 2017;102:250–254.
doi:10.1136/archdischild-2016-310737 253
Original article
situations with patients and families. The use of self-report
measures is a recognised methodological weakness.30 31 The
lack of control or comparison group, for example using other
communication skills development approaches32 or compas-
sion,33 which are known to reduce patient distress,34 compro-
mises claims about this intervention being superior to other
communication interventions. Since participant identifiers were

23. not used in any of the survey cycles, paired analysis was not
possible. This limits the ability to track individual transform-
ation over the training and follow-up timeline. The lack of
paired data also precluded fine-grained analysis of which staff
groups’ responses reflected greatest levels of reported change;
this is particularly salient since conflict is not experienced uni -
formly across staff groups.5
The training was offered only on a one-off basis, and further
evaluation should be conducted on the additive value of a
refresher course. Further evaluation could include additional
measures to record impact on staff performance, such as impact
on number of conflicts experienced, changes in family/patient
satisfaction with care (to allow for comparison with staff
reports
of being able to de-escalate 91% of conflicts), alongside mea-
sures to report any impact the training had on intrastaff conflict.
The study focused on conflict between staff and patient and
families, and consequently did not examine intrastaff conflict.
Some of the training may have had a positive impact on this,
but it was not measured. Loss to follow-up at 6 months may be
partially explained by some staff (notably doctors in training)
no
longer working at the hospital and therefore being less engaged
in the ongoing evaluation. Respondents returning questionnaires
at 6 months may be a skewed sample of those most satisfied or
highly impacted by the training, despite identical reminders
from two members of the team.
CONCLUSION
With an established need for interventions which help manage
conflict5 this training provides an evidence-based approach to
training healthcare staff. The training has the potential to
reduce
the human and economic costs of conflict, by furnishing staff

24. with the appropriate skills and knowledge to identify and then
de-escalate potential and actual conflicts.
Twitter Follow Liz Forbat at @lizforbat
Contributors SB, JS and LF designed the work. CS and MD
acquired the data. LF,
CS, MD and SB interpreted the data. LF and SB drafted the
work and revised it
critically for intellectual content. LF, JS, CS, MD and SB
approved the final version of
the manuscript. LF, JS MD, CS and SB agree to be accountable
for all aspects of the
work ensuring that questions related to the accuracy or integrity
of any part of the
work are appropriately investigated and resolved.
Funding The study was funded by the Guy’s and St Thomas’
Charity (Grant:
EFT120609).
Competing interests SB received a grant from the Guy’s and St
Thomas’ Charity,
during the conduct of the study; and she is the director of the
Medical Mediation
Foundation—an organisation which provides conflict
management training and
mediation in situations where there is disagreement/conflict
between patients and
healthcare professionals. However, the manuscript focuses on
conflict incidence not
mediation as a solution.
Ethics approval Not required.
Provenance and peer review Not commissioned; internally peer

25. reviewed.
Data sharing statement Any requests for raw data should be
directed to the
corresponding author.
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Original article
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…
Unit 5Unit 8 Assignment RubricTotal available points
=160Content RubricIntroductory - Not submitted or largely
incomplete. Work may indicate very little if any comprehension
of content.Emergent - Work shows some comprehension but
errors indicating miscomprehension may be present.Practiced -
Work indicates overall progress toward comprehension. Minor
errors may present.Proficient/Mastered - Work is complete and
indicates full comprehension of content.ScoreWeightFinal
Score0 - 1.92 - 2.93 - 3.94Provides a concise overview of the
case study, explaining specific conflict resolution strategies
applicable to case study reviewed.425%1.00Explains specific
conflict resolution strategies applicable to case study
reviewed.425%1.00Highlights how conflict resolution strategies

30. were applied.425%1.00Submit a PowerPoint Presentation that
critically assesses conflict management principles reviewed in
the group425%1.00Content Score160Writing Rubric (everyone
starts with 4's = no
deductions)IntroductoryEmergentPracticedProficient/MasteredS
coreWeightFinal Score0-1234Grammar & PunctuationThe
overall meaning of the paper is difficult to understand. Sentence
structure, subject verb agreement errors, missing prepositions,
and missing punctuation make finding meaning difficult.Several
confusing sentences, or 1 to 2 confusing paragraphs make
understanding parts of the paper difficult, but the overall paper
meaning is clear. Many subject verb agreement errors, run-on
sentences, etc. cause confusion.A few confusing sentences make
it difficult to understand a small portion of the paper. However,
the overall meaning of a paragraph and the paper are intact.
There may be a few subject verb agreement errors or some
missing punctuation.There are one or two confusing sentences,
but the overall sentence and paragraph meanings are clear.
There are a few minor punctuation errors such as comma splices
or run-on sentences.435%1.40SpellingThe many misspelled
words and incorrect words choices significantly interfere with
the readability.Many typos, misspelled words, or the use of
incorrect words making understanding difficult in a few
places.Some misspelled words or the misuse of words such as
confusing then/than. However, intent is still clear.A few
misspelled words normally caught by spellcheckers are present
but do not significantly interfere with the overall readability of
the paper.435%1.40Order of Ideas & Length RequirementPaper
has some good information or research, but it does not follow
assignment directions and is lacking in overall organization and
content.The order of information is confusing in several places
and this organization interferes with the meaning or intent of
the paper. However, the paper has a generally discernible
purpose and follows assignment directions overall.The order of
information is confusing in a few places and the lack of
organization interferes with the meaning or intent of the paper

31. in a minor way.The overall order of the information is clear and
contributes to the meaning of assignment. There is one
paragraph or a sentence or two that are out of place or other
minor organizational issues. A few sentences may be long and
hard to understand. Meets length
requirements.420%0.80APAThere is some attempt at APA
formatting and citing. There are one or more missing parts such
as the cover page or references list. Citation information may be
missing. Citation mistakes make authorship unclear.This is an
attempt use APA formatting and citing. There are both in-text
citations and reference listings. Citation information may be
missing or incorrect (i.e. Websites listed as in-text or reference
citations). There is an attempt to cite all outside sources in at
least one place. Authorship is generally clear.There is an overall
attempt at APA formatting and citation style. All sources appear
to have some form of citation both in the text and on a reference
list. There are some formatting and citation errors. Citations
generally make authorship clear.There is a strong attempt to cite
all sources using APA style. Minor paper formatting errors such
as a misplaced running head or margins may occur. Minor in-
text citation errors such as a missing page number or a
misplaced date may occur. Quotation marks and citations make
authorship clear.410%0.40Writing Deduction0Final
Score160Percentage100%