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Assignment 2 Grading Criteria Maximum Points Adequately used data from the Recycling Journal to estimate how much garbage your community can save from the landfill. 36 Examined the process of recycling, providing a thorough explanation of how recycled material is used as well as how one can impact the creation of renewed resources through recycling. 24 Provided appropriate examples and scholarly references in support. 20 Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation. 20 Total: 100 Discussion Rubric College of Undergraduate Studies Discussion Grading Criteria Maximum Points Initial Discussion Response 16 Discussion Participation 16 Writing Craftsmanship and Ethical Scholarship 8 Total: 40 Unsatisfactory Emerging Proficient Exemplary Initial Discussion Response * Initial response: · Did not relate to the concepts or ideas presented in the discussion topic(s) · Claims were not supported. Initial response: · Lacked substance · Was not original · Relied on personal experience only to support ideas Initial response was: · Original and accurate · Substantive · Demonstrated basic understanding of concepts · Discussed key theories and concepts from the readings Initial response was: · Insightful · Original and accurate · Substantive and · Demonstrated advanced understanding of concepts · Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions. Discussion Participation * Discussion Responses: Were off-topic or irrelevant to discussion. Discussion Responses: Contributed a few points of view but mostly repeats information posted by others. Discussion Responses: · Contributed to the discussion offering points of view and/or opinions, · Did not make clear connections between one or more points in the discussion. Discussion Responses: · Offered points of view supported by research · Asked challenging questions that promoted discussion · Drew relationships between one or more points in the discussion. Writing Craftsmanship and Ethical Scholarship * · Demonstrated little attempt to organize thoughts · Writing was not clear, concise and formal. · Writing contained numerous errors in spelling, grammar, and/or sentence structure that severely interfered with readability and comprehension. · Information from sources was not paraphrased and attribution of sources was lacking. · Demonstrated some attempt to organize thoughts · Writing was not clear, concise and/or formal. · Errors in spelling and grammar somewhat interfered with readability and/or comprehension. · Information from sources was paraphrased and cited, but major errors were present. · Wrote in a clear and organized manner · Writing was not concise or formal in language. · Writing followed conventions of spelling and grammar throughout. Errors wer ...
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Discussion Rubric College of Undergraduate StudiesDiscussi.docx
Discussion Rubric
College of Undergraduate Studies
Discussion Grading Criteria
Maximum Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
Unsatisfactory
Emerging
Proficient
Exemplary
Initial Discussion Response *
Initial response:
· Did not relate to the concepts or ideas presented in the discussion topic(s)
· Claims were not supported.
Initial response:
· Lacked substance
· Was not original
· Relied on personal experience only to support ideas
Initial response was:
· Original and accurate
· Substantive
· Demonstrated basic understanding of concepts
· Discussed key theories and concepts from the readings
Initial response was:
· Insightful
· Original and accurate
· Substantive and
· Demonstrated advanced understanding of concepts
· Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
Discussion Participation *
Discussion Responses:
Were off-topic or irrelevant to discussion.
Discussion Responses:
Contributed a few points of view but mostly repeats information posted by others.
Discussion Responses:
· Contributed to the discussion offering points of view and/or opinions,
· Did not make clear connections between one or more points in the discussion.
Discussion Responses:
· Offered points of view supported by research
· Asked challenging questions that promoted discussion
· Drew relationships between one or more points in the discussion.
Writing Craftsmanship and Ethical Scholarship *
· Demonstrated little attempt to organize thoughts
· Writing was not clear, concise and formal.
· Writing contained numerous errors in spelling, grammar, and/or sentence structure that severely interfered with readability and comprehension.
· Information from sources was not paraphrased and attribution of sources was lacking.
· Demonstrated some attempt to organize thoughts
· Writing was not clear, concise and/or formal.
· Errors in spelling and grammar somewhat interfered with readability and/or comprehension.
· Information from sources was paraphrased and cited, but major errors were present.
· Wrote in a clear and organized manner
· Writing was not concise or formal in language.
· Writing followed conventions of spelling and grammar throughout. Errors were infrequent and did not interfere with readability or comprehension.
· Information from sources was paraphrased and cited, but minor errors were present.
· Wrote in a clear, concise, formal and organized manner.
· Responses were error free.
· Information from sources was paraphrased appropriately and accurately cited.
Page 2 of 2
©2012 Argosy University Online Programs
.
Discussion Rubric College of Undergraduate StudiesDiscussi.docx
Discussion Rubric
College of Undergraduate Studies
Discussion Grading Criteria
Maximum Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
Unsatisfactory
Emerging
Proficient
Exemplary
Initial Discussion Response *
Initial response:
· Did not relate to the concepts or ideas presented in the discussion topic(s)
· Claims were not supported.
Initial response:
· Lacked substance
· Was not original
· Relied on personal experience only to support ideas
Initial response was:
· Original and accurate
· Substantive
· Demonstrated basic understanding of concepts
· Discussed key theories and concepts from the readings
Initial response was:
· Insightful
· Original and accurate
· Substantive and
· Demonstrated advanced understanding of concepts
· Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
Discussion Participation *
Discussion Responses:
Were off-topic or irrelevant to discussion.
Discussion Responses:
Contributed a few points of view but mostly repeats information posted by others.
Discussion Responses:
· Contributed to the discussion offering points of view and/or opinions,
· Did not make clear connections between one or more points in the discussion.
Discussion Responses:
· Offered points of view supported by research
· Asked challenging questions that promoted discussion
· Drew relationships between one or more points in the discussion.
Writing Craftsmanship and Ethical Scholarship *
· Demonstrated little attempt to organize thoughts
· Writing was not clear, concise and formal.
· Writing contained numerous errors in spelling, grammar, and/or sentence structure that severely interfered with readability and comprehension.
· Information from sources was not paraphrased and attribution of sources was lacking.
· Demonstrated some attempt to organize thoughts
· Writing was not clear, concise and/or formal.
· Errors in spelling and grammar somewhat interfered with readability and/or comprehension.
· Information from sources was paraphrased and cited, but major errors were present.
· Wrote in a clear and organized manner
· Writing was not concise or formal in language.
· Writing followed conventions of spelling and grammar throughout. Errors were infrequent and did not interfere with readability or comprehension.
· Information from sources was paraphrased and cited, but minor errors were present.
· Wrote in a clear, concise, formal and organized manner.
· Responses were error free.
· Information from sources was paraphrased appropriately and accurately cited.
Page 1 of 2
©2012 Argosy University Online Programs
.
Topic Explain why obesity is undesirable in the elderly and what
Topic : Explain why obesity is undesirable in the elderly and what physiological effects this could have. Provide an example of a patient in which you might check these labs, perform a test, given an injection etc. and how the results or your new knowledge would or could affect your plan of care?
The topic come from Chapter 24 of your text. You may use the textbook as one reference as well as the learning materials posted within the course. However, you must also locate a scholarly article related to your aging discussion question. Your question should be stated in your initial discussion post and answered based on pathophysiological principles and specifically those related to aging. Remember, you should focus on the pathophysiology of the content for your initial and peer replies as well as applying your knowledge to Advanced Practice Nursing.
RUBRIC:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides add ...
Application Assignment and Final Project Writing RubricT.docx
Application Assignment and Final Project Writing Rubric
This rubric will be used to evaluate submitted written work in this course (Application Assignments). There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content, and Quality). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Project only.
Scoring Instructions
· All Application Assignments, except for the Final Project, may earn a maximum of 12 points. They will be scored on the first three quality indicators (Responsiveness, Content, and Quality); the total possible score will be 12 points (4 points for each indicator).
· The Final Project may earn a maximum of 20 points. It will be scored on all three quality indicators. The score on the final indicator (Research, Scholarship, and Professional Style) will be weighted more heavily, and worth double. That is, the maximum score for a Final Project would be 12 points for the first three indicators plus 8 points for the final indicator to yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
I. RESPONSIVENESS TO A PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It:
· Responds to the assigned or selected topic;
· Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.);
· Is substantive and evidence based;
· Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
3 Paper or writing assignment is responsiveto and meets the requirements given in the instructions. It:
· Responds to the assigned or selected topic;
· Is substantive and evidence based;
· Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content:
· Somewhat misses the point of the assigned or selected topic; and/or
· Lacks in substance, relying more on anecdotal than scholarly evidence; and/or
· Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or
· Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements given in the instructions. Content:
· Misses the point of the a.
Addisons diseaseYou may use the textbook as one reference a.docx
Addison's disease
You may use the textbook as one reference as well as the learning materials posted within the course. However, additional references should be scholarly based and be a new source that you are introducing to your peers.
Research and present the pathophysiology of the chosen disorder in a clear, well referenced manner.
Your initial post should also include the following:
The most common presenting symptoms
The manner in which your disorder is routinely diagnosed
A standard treatment plan
Link(s) to routine screening and treatment guidelines
If national screening and treatment guidelines do not exist for your disorder, choose a set of guidelines related to disorders that have been discussed in previous weeks. This is a great way for everyone to build a library of guidelines to help with their academic journey.
There is an abundance of information available on these disorders; in your research, look for the nuggets of information that are not common knowledge, or something specific that surprised you when you were researching your topic.
Rubric
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several inst.
Recommended
Discussion Rubric College of Undergraduate StudiesDiscussi.docx
Discussion Rubric
College of Undergraduate Studies
Discussion Grading Criteria
Maximum Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
Unsatisfactory
Emerging
Proficient
Exemplary
Initial Discussion Response *
Initial response:
· Did not relate to the concepts or ideas presented in the discussion topic(s)
· Claims were not supported.
Initial response:
· Lacked substance
· Was not original
· Relied on personal experience only to support ideas
Initial response was:
· Original and accurate
· Substantive
· Demonstrated basic understanding of concepts
· Discussed key theories and concepts from the readings
Initial response was:
· Insightful
· Original and accurate
· Substantive and
· Demonstrated advanced understanding of concepts
· Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
Discussion Participation *
Discussion Responses:
Were off-topic or irrelevant to discussion.
Discussion Responses:
Contributed a few points of view but mostly repeats information posted by others.
Discussion Responses:
· Contributed to the discussion offering points of view and/or opinions,
· Did not make clear connections between one or more points in the discussion.
Discussion Responses:
· Offered points of view supported by research
· Asked challenging questions that promoted discussion
· Drew relationships between one or more points in the discussion.
Writing Craftsmanship and Ethical Scholarship *
· Demonstrated little attempt to organize thoughts
· Writing was not clear, concise and formal.
· Writing contained numerous errors in spelling, grammar, and/or sentence structure that severely interfered with readability and comprehension.
· Information from sources was not paraphrased and attribution of sources was lacking.
· Demonstrated some attempt to organize thoughts
· Writing was not clear, concise and/or formal.
· Errors in spelling and grammar somewhat interfered with readability and/or comprehension.
· Information from sources was paraphrased and cited, but major errors were present.
· Wrote in a clear and organized manner
· Writing was not concise or formal in language.
· Writing followed conventions of spelling and grammar throughout. Errors were infrequent and did not interfere with readability or comprehension.
· Information from sources was paraphrased and cited, but minor errors were present.
· Wrote in a clear, concise, formal and organized manner.
· Responses were error free.
· Information from sources was paraphrased appropriately and accurately cited.
Page 2 of 2
©2012 Argosy University Online Programs
.
Discussion Rubric College of Undergraduate StudiesDiscussi.docx
Discussion Rubric
College of Undergraduate Studies
Discussion Grading Criteria
Maximum Points
Initial Discussion Response
16
Discussion Participation
16
Writing Craftsmanship and Ethical Scholarship
8
Total:
40
Unsatisfactory
Emerging
Proficient
Exemplary
Initial Discussion Response *
Initial response:
· Did not relate to the concepts or ideas presented in the discussion topic(s)
· Claims were not supported.
Initial response:
· Lacked substance
· Was not original
· Relied on personal experience only to support ideas
Initial response was:
· Original and accurate
· Substantive
· Demonstrated basic understanding of concepts
· Discussed key theories and concepts from the readings
Initial response was:
· Insightful
· Original and accurate
· Substantive and
· Demonstrated advanced understanding of concepts
· Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
Discussion Participation *
Discussion Responses:
Were off-topic or irrelevant to discussion.
Discussion Responses:
Contributed a few points of view but mostly repeats information posted by others.
Discussion Responses:
· Contributed to the discussion offering points of view and/or opinions,
· Did not make clear connections between one or more points in the discussion.
Discussion Responses:
· Offered points of view supported by research
· Asked challenging questions that promoted discussion
· Drew relationships between one or more points in the discussion.
Writing Craftsmanship and Ethical Scholarship *
· Demonstrated little attempt to organize thoughts
· Writing was not clear, concise and formal.
· Writing contained numerous errors in spelling, grammar, and/or sentence structure that severely interfered with readability and comprehension.
· Information from sources was not paraphrased and attribution of sources was lacking.
· Demonstrated some attempt to organize thoughts
· Writing was not clear, concise and/or formal.
· Errors in spelling and grammar somewhat interfered with readability and/or comprehension.
· Information from sources was paraphrased and cited, but major errors were present.
· Wrote in a clear and organized manner
· Writing was not concise or formal in language.
· Writing followed conventions of spelling and grammar throughout. Errors were infrequent and did not interfere with readability or comprehension.
· Information from sources was paraphrased and cited, but minor errors were present.
· Wrote in a clear, concise, formal and organized manner.
· Responses were error free.
· Information from sources was paraphrased appropriately and accurately cited.
Page 1 of 2
©2012 Argosy University Online Programs
.
Topic Explain why obesity is undesirable in the elderly and what
Topic : Explain why obesity is undesirable in the elderly and what physiological effects this could have. Provide an example of a patient in which you might check these labs, perform a test, given an injection etc. and how the results or your new knowledge would or could affect your plan of care?
The topic come from Chapter 24 of your text. You may use the textbook as one reference as well as the learning materials posted within the course. However, you must also locate a scholarly article related to your aging discussion question. Your question should be stated in your initial discussion post and answered based on pathophysiological principles and specifically those related to aging. Remember, you should focus on the pathophysiology of the content for your initial and peer replies as well as applying your knowledge to Advanced Practice Nursing.
RUBRIC:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides add ...
Application Assignment and Final Project Writing RubricT.docx
Application Assignment and Final Project Writing Rubric
This rubric will be used to evaluate submitted written work in this course (Application Assignments). There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content, and Quality). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Project only.
Scoring Instructions
· All Application Assignments, except for the Final Project, may earn a maximum of 12 points. They will be scored on the first three quality indicators (Responsiveness, Content, and Quality); the total possible score will be 12 points (4 points for each indicator).
· The Final Project may earn a maximum of 20 points. It will be scored on all three quality indicators. The score on the final indicator (Research, Scholarship, and Professional Style) will be weighted more heavily, and worth double. That is, the maximum score for a Final Project would be 12 points for the first three indicators plus 8 points for the final indicator to yield the maximum score of 20 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
I. RESPONSIVENESS TO A PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It:
· Responds to the assigned or selected topic;
· Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.);
· Is substantive and evidence based;
· Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
3 Paper or writing assignment is responsiveto and meets the requirements given in the instructions. It:
· Responds to the assigned or selected topic;
· Is substantive and evidence based;
· Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content:
· Somewhat misses the point of the assigned or selected topic; and/or
· Lacks in substance, relying more on anecdotal than scholarly evidence; and/or
· Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or
· Is submitted by the due date.
1 Paper or writing assignment is unresponsive to the requirements given in the instructions. Content:
· Misses the point of the a.
Addisons diseaseYou may use the textbook as one reference a.docx
Addison's disease
You may use the textbook as one reference as well as the learning materials posted within the course. However, additional references should be scholarly based and be a new source that you are introducing to your peers.
Research and present the pathophysiology of the chosen disorder in a clear, well referenced manner.
Your initial post should also include the following:
The most common presenting symptoms
The manner in which your disorder is routinely diagnosed
A standard treatment plan
Link(s) to routine screening and treatment guidelines
If national screening and treatment guidelines do not exist for your disorder, choose a set of guidelines related to disorders that have been discussed in previous weeks. This is a great way for everyone to build a library of guidelines to help with their academic journey.
There is an abundance of information available on these disorders; in your research, look for the nuggets of information that are not common knowledge, or something specific that surprised you when you were researching your topic.
Rubric
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several inst.
Source Trompenaars, F. & Hampden-Turner, C. 1997. Riding the .docx
Source: Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London:
Nicholas Brealey
Recognising the differences
Tips for doing business
When managing or being managed
Source: Hofstede, G.; Hofstede, G.J. & Minkov, M. 2010. Cultures and Organisations. New York:
McGraw Hill
Summary of findings from Trompenaars research. Taken from:
Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London: Nicholas
Brealey
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
Case study
You work for accounting firm based in Barcelona. Recently there has been a joint venture with a UK company but working conditions have deteriorated with many complaints being made by both the Spanish and UK staff about the working styles of the others. Here are some examples of the complaints.
Spanish complaints about the British:
· “The bosses don’t act like managers, they don’t command authority – they want to consult their subordinates on everything, and I’ve even seen workers argue with the boss in meetings about ‘silly’ ideas – there is no respect!”
· “Some of the managers are so young! I don’t want to take order from a kid!”
British complaints about the Spanish:
· “There is so much inconsistency with the rules – they are always trying to make exceptions. Here, I have found it’s good to be friends with payroll department if you want to be sure to be paid on time! It shouldn’t be that way!”
· “They are incapable of making decisions without getting a group consensus- it makes everything so slow. Can’t they just make decisions for themselves sometimes?”
These complaints are symptomatic of two cultures that are distinct according to the findings of Hofstede and Trompenaars. Analyse the situation by not only identifying the dimensions that could be the cause of each complaint, but also examine what other difficulties they could cause and how the two cultures could work together better. You should back it up with evidence from Hofstede and Trompenaars.
Formalities:
.
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to vaccinations. Please read the following scenario and for your initial post; be sure to address all the questions posed by the scenario and include at least three scholarly sources within your initial post.
Patient #1
: Two five-year-old girls are on your schedule for a kindergarten physical. The foster parent of one of the children indicates she received all her immunization from birth to one year of age, but after that the child has not had any further vaccines. The second child appears to have been vaccinated per the CDC schedule.
Is there a difference in the immunization plan you will initiate today for these two patients? Why or why not?
What immunizations will you be ordering for each of these two patients today?
RUBRIC
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the convers.
Number of pages 12 Deadline 42 HoursInstructions This ass.docx
Number of pages: 12
Deadline: 42 Hours
Instructions: This assignment includes several different sections and number of pages for each. I've given specific details in the attachment
All instructions/details/guidelines, as outlined and given in the other document, must be followed and adhered to
Paper written must meet all the requirements and parts given/outlined in the other document
Choose a grade level and social studies topic with supporting standards and plan a lesson to present in the classroom. Include grade-level appropriate activities that encourage active student engagement.
Address the following in your lesson plan:
1. Multiple intelligences
2. Authentic literature
3. Depth of Knowledge
4. Assessment of objective- Use three formative assessments during the lesson and one summative assessment at the end.
Teach your social studies lesson to a classroom of students.
In an essay of 1,000-1,250-words, reflect on the lesson and content.
Cite at least four references from educational journals and academic websites to support your teaching strategies.
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
25.0 %Lesson Plan
The lesson plan is missing many of the required components. The activities are missing, weak, or incomplete. Activities and assessments are not grade appropriate.
The lesson plan consists of most of the required components. Attention to detail is minimal, underdeveloped, or inappropriate for teaching. Activities and assessments are mostly grade appropriate.
The lesson plan consists of all the required components. Activities and assessments are appropriate for grade level and encourage participation.
All lesson plan components are addressed. The thinking skills and activities are thoughtfully developed and provide meaningful practice with familiar text. The activities are fun, interactive, and creative.
All lesson components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to practice. Activities are engaging.
45.0 %Reflection Essay
Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points.
Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or persuasive. No outside sources were used to support major points.
Content addresses most of the issues stated in the assignment’s criteria. Major points are addressed. Research is evident.
Content is comprehensive, accurate, and definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, up-to-date, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources were cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated..
Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docx
Essay 1: Finding Common Ground
Quality Criteria
No/Limited Proficiency (1)
Minimal Proficiency (2)
Proficiency (3)
High Proficiency (4)
An informative introduction to the issue and opposing positions
The issue(s) at hand are not explained. Thesis is missing. Reader cannot determine thesis and purpose or thesis has no relation to the writing task.
The issue(s) and opposing positions are not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.
The issue(s) and opposing positions are competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.
Develops fresh insight. Substantial, logical, and concrete developments of issue and opposing positions. Details are germane, original, and convincingly interpreted. Thesis is clear and specific.
A well-developed, probing analysis of the two articles
Offers simplistic, undeveloped, or cryptic analysis. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.
Offers somewhat obvious analysis that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.
Offers solid but less original analysis. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.
Develops fresh insight. Substantial, logical, and concrete analysis. Details are germane, original, and convincingly interpreted.
A fair and impartial presentation
Uses judgmental words, inaccurately and unfairly represents information. Doesn’t give equal space to both arguments.
Relies on both judgmental and neutral words. Information could be presented in a biased, selective, or incomplete manner.
Mostly uses clear, neutral and accurate words. Mostly represents information accurately and fairly. Might not give equal space to both arguments.
Uses clear, neutral, and accurate words. Represents the information accurately and fairly. Gives equal space to both arguments.
A clear, logical organization
Unclear organization. No or very few transitions. No or very few topic sentences.
Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.
Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.
Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.
Use of sources/APA format and English grammar and vocabulary
Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement. Sources are not integrated. Does not demonstrate proficiency in English grammar, vocabulary, and ...
HSCO 511Support Group Paper Grading RubricCriteriaAdvanced
HSCO 511
Support Group Paper Grading Rubric
Criteria
Advanced
Proficient
Developing
Below Expectations
Not Present
Points
Earned
Content: 70%
Content
65 to 70 points
· Addresses all required aspects of the topics in sufficient depth & detail.
· Demonstrates course-related understanding, reflection, critical thinking & analysis.
· Meets length parameters.
59 to 64 points
· Addresses most required aspects of the topics in sufficient depth & detail.
· Demonstrates some course-related knowledge, reflection, critical thinking & analysis.
· Length is acceptable.
53 to 58 points
· Addresses some required aspects of the topics; depth & detail may be lacking.
· Some course-related knowledge, reflection & analysis may be implied.
· May violate length parameters.
1 to 52 points
· Addresses required aspects of the topics to a limited extent.
· Course-related knowledge, critical thinking & analysis is lacking.
· May violate length parameters.
0 points
Sources & Support
65 to 70 points
· Provides specific observations & examples.
· Incorporates all required sources in a meaningful way.
· Integrates biblical worldview perspectives.
59 to 64 points
· Provides some observations & examples.
· Incorporates required sources in some way.
· Makes inferences based on a biblical worldview.
53 to 58 points
· Provides a few observations & examples.
· Cites sources, but without meaningful discussion.
· Biblical worldview may be implied.
1 to 52 points
· Observations & examples are vague or missing.
· Required sources may not be incorporated.
· Biblical worldview may not be evident.
0 points
Structure: 30%
Organization
19 to 20 points
· Well organized with an engaging introduction, a logic progression of ideas & transitions that are clear & maintain flow of thought.
· Focused & concise with main points sufficiently developed.
17 to 18 points
· Generally well organized with a good introduction, progression of ideas & transitions that are clear & maintain flow of thought.
· Focused & concise with main points somewhat developed.
15 to 16 points
· May lack an engaging introduction, a logic progression of ideas and/or transitions that are clear & effective to maintain flow.
· Focus may be lacking & main points needing development.
1 to 14 points
· Organization is poor.
· There may be a lack of focus; ideas may be vague, confusing or underdeveloped.
0 points
Grammar &
Mechanics
19 to 20 points
· Spelling, grammar, punctuation, & capitalization is correct.
· Sentences are coherent, complete, clear & varied.
· Choice of words, tense & tone is appropriate.
17 to 18 points
· Spelling, grammar, punctuation, & capitalization is acceptable.
· Sentences are generally coherent, complete & clear.
· Choice of words, tense & tone is acceptable.
15 to 16 points
· Spelling, grammar, punctuation, or capitalization is incorrect.
· Sentence structure needs to be developed.
· Word choice, tense, or tone may be problematic.
1 to 14 points
· Multiple writing, grammar, or sentence structu ...
Choose one of the Case Studies from Chapter 13 using the Week.docx
Choose one of the Case Studies from Chapter 13 using the
Week 6: Case Study Choice
. Please summarize the case and discuss the questions that are asked with the case study presentation. Although it is not specifically asked, make sure that you are including aspects of immobility from Chapter 25 within the answers to the questions, and drawing ABGs on your patient, relaying the results (note you will need to make up what would be considered appropriate ABG results based on this case), and what those results mean in relation to your case study.
The case study I picked is : Cystic Fibrosis
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a m.
Case study D - Crohns Disease Review the case study and answer .docx
Case study D - Crohn's Disease
Review the case study and answer two of the questions posed in the study. To be considered exemplary, you must answer three of the questions. Your introductory paragraph should provide a summary of the case and the purpose statement. Remember to provide a citation for each answer.
I have chosen 3 questions :
1) Describe the pathophysiology of Crohn's disease.
3) Describe the common signs of an exacerbation.
9) Describe the potential complications of an intestinal obstruction hat is not treated promptly.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference pe.
My selected Topic Hydrocele & Spermatocele & Varicocele .docx
My selected Topic: Hydrocele & Spermatocele & Varicocele
Your initial post should also include the following:
The most common presenting symptoms.
The manner in which your disorder is routinely diagnosed.
A standard treatment plan.
Link(s) to routine screening and treatment guidelines.
If national screening and treatment guidelines do not exist for your disorder, choose a set of guidelines related to disorders that have been discussed in previous weeks. This is a great way for everyone to build a library of guidelines to help with their academic journey.
There is an abundance of information available on these disorders.In your research, look for the nuggets of information that are not common knowledge, or something specific that surprised you when you were researching your topic.
RUBRIC:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction require.
Running Head NEW DEVELOPMENTS IN ACADEMICS AND ETHICS .docx
Running Head: NEW DEVELOPMENTS IN ACADEMICS AND ETHICS 1
NEW DEVELOPMENTS IN ACADEMICS AND ETHICS 4
New Developments in Academics and Ethics
Christopher Walters
Argosy University
New Developments in Academics and Ethics
What new
developments has the world’s literature continuous evolution brought? For instance, it is evident that new systems of education come with new developments in language and generally new ways of doing things. First, there is improvement of study materials such as the development of plagiarism checker. Plagiarism checker has boosted standards of education by ensuring that students deliver original work and free from grammatical errors. Secondly, there is creation of clear writing instructions
and consistent conduct important in the education field. In addition, a ‘profession’s ethics’ are continuously unfolding conclusions of a more or less conscious discussion. It explains how members of a given profession should work together to achieve the common and preferred goal. According to (Davis, 2002), it is the product of a social contract which various parties share a common profession.
Proper Research Techniques
Proper research involves adhering to the set ethical norms set by scholars. This is because norms promote and develop the research aims, knowledge, truth and evidence. In research, there can be a wide range of ethical issues. These issues range from plagiarism to confidentiality. One of the most discussed factors is plagiarism. It is a complex ethical problem that has affected the performance of students learning institutions. The availability of plagiarism detection software has made it possible to monitor student assignments, exams and research papers (Hayen & Laverty, 2015). It discourages the culture where students are tempted to copy other author’s work.
The creation of plagiarism checkers also improved student’s learning and research skills by promoting creativity. For example, students are required to submit original work, which reflects their creativity. Ethical research conduct is also required since it provides guidelines set forth by the IRB on how research papers should be handled. It guide learners in writing based on their own composed formats. However, ethical conduct in research is a choice, and students should choose to research by ensuring they abide by ethical conducts stipulated.
Although students are encouraged to think broadly, using the correct citation and giving credit to sources is the right thing to do. Additionally, the ethical way of researching and writing about a certain topic while using multiple sources gives credit to any information borrowed from any of those sources. In line with (Davis, 2002), for every writing format chosen by a learner, he or she needs to observe all the guidelines as provided. Some of the popular writing formats include the American Psychological Association (APA), ...
FINAL PROJECT EVALUATION CRITERIAThere are four primary qu.docx
FINAL PROJECT EVALUATION CRITERIA
There are four primary quality indicators. All written assignments should include scores for the first three indicators (Responsiveness, Content, and Quality). Include the final indicator (Research, Scholarship, and Professional Style) if the rubric is being used to evaluate a research paper (e.g., a final research paper for the course).
Scoring Instructions
· For written assignments that are not scholarly research papers, grade using the first three quality indicators (Responsiveness, Content, and Quality); the total score would be 12 points (4 points maximum for each indicator).
· For scholarly research papers (for this course, the final paper), grade using all 4 quality indicators. Weight the score on the final indicator (Research, Scholarship, and Professional Style) double. For example, the maximum score for a scholarly research paper would be 12 points for the first three indicators plus 8 points for the final indicator to yield a maximum score of 20 points.
· Once you have calculated the student’s grade out of 20, multiply this total by 5 to yield the student’s final grade on the project. For example, a student who scores an 18 out of 20 will receive a final grade of 90 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
RESPONSIVENESS TO PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It:
· Responds to assigned or selected topic;
· Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.);
· Is substantive and evidence-based;
· Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
3 Paper or writing assignment is responsiveto and meets the requirements given in the instructions. It:
· Responds to assigned or selected topic;
· Is substantive and evidence-based;
· Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content:
· Somewhat misses the point of the assigned or selected topic;
· Lacks in substance, relying more on anecdotal than scholarly evidence;
· Contains little evidence that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
1 Paper or writing assignment is unresponsi ...
Performing health assessments as an APRN will help you to develo
Performing health assessments as an APRN will help you to develop a collaborative partnership with your patients. After reading Chapter 4 and 12 in your Pender text, think about the vulnerable population that you choose during Week 1 - consider what you perceive / know about this group in relation to the following topics:
Health assets
Health problems
Health-related lifestyle strengths
Key health-related beliefs
Health behaviors that put the person at risk
Changes that could improve their quality of life
Now consider the pros and cons of implementing a Community-Based Participatory Research health promotion project with the vulnerable group. You should consider not only the benefit of the actions but the active role the vulnerable will play in the development and implementation of the health promotion plan. How does your population’s health disparities and health inequities benefit and/or hinder this type of project’s success? Remember that you should include citations/references from at least three scholarly sources.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post ...
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to men's health. Please include at least three scholarly sources within your initial post.
Topic 1: Colorectal Cancer Screening
A 47-year-old man presents to your clinic for a routine physical. He considers himself to be “fairly healthy” and doesn’t routinely go to the doctor. His last physical was five years ago. In reviewing his chart, you see that his BMI is 30, he exercises twice a week at the local gym, and he does not take any medication. Part of your discussion during today’s visit is about screening for colorectal cancers. He did endorse some constipation in the review of systems. He noted an uncle in his family history who was diagnosed at age 54 with colon cancer. You begin to talk about colorectal screening, and the patient interrupts you and tells you that he is only 47 and that he should not have to worry about it until he is 50.
What are the recommendations and source(s) for the colorectal cancer screening test?
The patient thinks he does not have to worry about “being screened” until age 50. Is he correct? Why or why not? What age would you recommend screening for this patient and why? Does his family history come into play here?
What age would you recommend screening for this patient and why? Does his family history come into play here?
What are the screening options for this patient, and which would you recommend? Why?
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cit.
Criteria Exceeds Expectations Meets Expectat.docx
Criteria
Exceeds
Expectations
Meets
Expectations
Needs
Improvement
Needs Significant
Improvement
Engagement
Contributes to
the discussion
with original
ideas that
demonstrate
critical thinking
and intellectual
curiosity and
responsiveness
towards the
subject and the
author’s
position.
Contributes to
the discussion
with original
ideas that
require further
development
and critical
thinking; but
demonstrates
interest and
responsiveness
towards the
subject and the
author’s
position.
Contributes to
the discussion;
but lacks
originality,
critical
thinking, and
interest and
responsiveness
towards the
subject and the
author’s
position.
Fails to contribute to
the discussion or to
meet the
requirements of the
assignment, and lacks
critical inquiry or
interest towards the
subject and the
author’s position.
Preparedness
Demonstrates an
understanding of
the text, shows
excellent
evidence that
main points
were
understood, and
synthesizes
relevant points.
Demonstrates
some
understanding
of the text,
shows
basic evidence
that main points
were
understood, and
summarizes
some relevant
points.
Demonstrates
confusion
about the thesis
of the text,
shows little
evidence that
main points
were
understood,
and generalizes
or understates
relevant points.
Demonstrates
incomprehension of
the text and lack of
understanding of
most of the main
points.
Research
Incorporates
research from
additional
sources,
includes proper
source
attribution and
citations, and is
respectful
towards
opposing
viewpoints
while also
including
Incorporates
some research
from additional
sources,
includes source
attribution and
citations, and
shows balanced
inclusion of
differing
viewpoints.
Incorporates
examples but
no research
from additional
sources,
insufficient
source
attribution or
lacks citations
and
demonstrates
biased
viewpoint.
Lacks inclusion of
additional research,
source attribution,
and diversity of
viewpoints.
supporting
viewpoints.
Quality of
Writing and
Proofreading
Essay is free of
grammar,
spelling, and
punctuation
errors; and uses
correct diction
and syntax.
Essay has very
few grammar,
spelling,
punctuation,
diction, or
syntax errors.
Essay
has some
grammar,
spelling,
punctuation,
diction, and
syntax errors
that distract the
reader.
Essay has
many grammar,
spelling, punctuation,
diction, and syntax
errors that distract the
reader and do not
demonstrate effective
communication.
Total pts: 90-100% 80-89% 70-79% 69-0%
.
Life Transitions Assignment Assignment Life Transitions As.docx
Life Transitions Assignment
Assignment: Life Transitions Assignment
Weighting: 20% of final grade
Course Outcomes:
7.0
Life
Transitions
Discuss the various socioeconomic life transitions that the older adult will face in relation to:
· Declining function
· Shrinking social world
· Widowhood
· Late-Stage Divorce
· Late-Stage remarriage
· Grand parenting
· Reduced income
· Retirement, including the phases of retirement
· Role changes
· Awareness of mortality
Purpose of Life Transitions Assignment: To interview an older adult (over the age of 65 years) on their late life transitions. Then discuss/analyze the relevant older adult life transitions as it compares/contrasts with the course content.
Instructions for Assignment:
1. Interview an older adult (someone over 65 years of age). Note their approximate age. This person can be a friend, relative, neighbor, parent, or grandparent or someone you have met in the community. Acknowledge that you were instructed to interview an interesting person for your school assignment.
2. Develop your questions based on adult life transitions as it relates to a person’s lived experience.
3. When choosing a time for the interview, consider when the person feels most comfortable.
4. Consider the length of time you will be taking.
5. Assure the interviewee that they may refuse to answer any question.
6. Be empathic and nonjudgmental. Remember that the person is honoring you by sharing his/her life story.
7. Write a 4-6-page paper analyzing the person’s lived experience. Do not use their name or location to maintain confidentiality.
8. Choose 4 or 5 late-life transitions that apply to your interviewee’s lived experience to analyze.
9. Utilize APA format.
10. The essay must include a title page, in-text citations, and a reference page.
(Do not reference the course slides).
11. All work is expected to be your original work in your own words.
All items copied from other sources must be quoted or paraphrased or summarized with appropriate citations or references. Academic honesty is expected and required of all Conestoga students. It is critical that you familiarize yourself with the Academic Offences Policy.
12. This assignment
will be evaluated in terms of how you use the course content to interpret or explain what you described in the interview. What various life transitions occurred during this person’s older adult years?
13. Do not include the interview transcript in this assignment.
14. Review the rubric to ensure you have addressed all elements that will be evaluated.
Rubric
Proficient
Capable
Developing
Incomplete
Presentation
Excellent organization and presentation of discussion.
Ideas are easy to follow
Good organization and presentation of discussion.
Most ideas are easy to follow, with little to no repetition.
Lacks organization in the presentation .
Rubric Detail Select Grid View or List View to change the r.docx
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: MMPA_6851_Week9_Discussion_Rubric
Grid ViewList View
Exemplary
Proficient
Progressing
Emerging
Responsiveness to Discussion Question
Points:
Points Range:
9 (22.5%) - 10 (25%)
Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. They:
• Respond to the question being asked or the prompt provided;
• Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated);
• Are substantive, reflective, and evidence based;
• Demonstrate that the student has read, viewed, and considered the Learning Resources and a sampling of colleagues' postings; and
• Are posted by the due date.
Feedback:
Points:
Points Range:
7 (17.5%) - 8 (20%)
Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. They:
• Respond to the question being asked or the prompt provided;
• Are substantive, reflective, and evidence based;
• Demonstrate that the student has read, viewed, and considered the Learning Resources and a sampling of colleagues' postings; and
• Are posted by the due date.
Feedback:
Points:
Points Range:
5 (12.5%) - 6 (15%)
Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. They:
• Somewhat miss the point of the question or prompt; and/or
• May lack in substance, rely more on anecdotal than scholarly evidence; and/or
• Do not adequately demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues' postings; and/or
• Are posted by the due date at least in part.
Feedback:
Points:
Points Range:
3 (7.5%) - 4 (10%)
Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They:
• Miss the point of the question or prompt; and/or
• Provide responses that are insubstantial and anecdotal; and/or
• Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or
• Are posted past the late deadline defined as 11:59 p.m. on the due date.
Feedback:
Content Knowledge
Points:
Points Range:
9 (22.5%) - 10 (25%)
Discussion postings and responses demonstrate:
• In-depth understanding and application of concepts and issues pre ...
For this week’s discussion, you should focus on the vulnerable popul.docx
For this week’s discussion, you should focus on the vulnerable population group that you choose during Week 1 for your paper. Select one of the following topics and respond to the thread corresponding to the question/discussion, utilizing at least three scholarly references to support your post. As a class, please make sure that all topics are addressed.
Analyze how you could motivate the vulnerable population that you chose in Week 1 ( Transgender) to make changes What is your primary health concern for this group and what theory might you utilize to encourage them to make behavior changes?
Grading Rubric
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported ...
Making feedback more constructive
Feedback is another opportunity to teach our students. When our students are focused on the assessment that they have just completed we can talk about what they have done well in the assignment, what they might do better and what they can do differently next time. Many of us have opened our classroom doors to our colleagues and invited them to give us feedback on our teaching, but how many of us have shared our thoughts, ideas and strategies around our marking and feedback?
In a two- to three-page paper (excluding the title and reference pag.docx
In a two- to three-page paper (excluding the title and reference pages), explain the purpose of an income statement and how it reflects the firm’s financial status. Include important points that an analyst would use in assessing the financial condition of the company. Also, analyze Ford Motor Company’s income statement from its
2012 Annual Report
.
Your paper must be formatted according to APA style, and must include citations and references for the text and at least two scholarly sources.
.
In a substantial paragraph respond to either one of the following qu.docx
In a substantial paragraph respond to either one of the following questions:
1.) Choose one source of energy, explain its origins, how does it impact our Earth, and what effect does it have on our planet?
OR
2.) Explain, with details, how geology influences the distribution of natural resources.
NO MINIMUM WORD LENGTH REQUIRED.
.
More Related Content
Similar to Assignment 2 Grading CriteriaMaximum PointsAdequately used dat.docx
Source Trompenaars, F. & Hampden-Turner, C. 1997. Riding the .docx
Source: Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London:
Nicholas Brealey
Recognising the differences
Tips for doing business
When managing or being managed
Source: Hofstede, G.; Hofstede, G.J. & Minkov, M. 2010. Cultures and Organisations. New York:
McGraw Hill
Summary of findings from Trompenaars research. Taken from:
Trompenaars, F. & Hampden-Turner, C. 1997. Riding the waves of culture. London: Nicholas
Brealey
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
1 Universalism versus particularism (rules versus relationships)
2 Communitarianism versus individualism (group vs individual)
3 Neutral versus emotional (the range of feelings expressed)
4 Diffuse versus specific (the range of involvement)
5 Achievement versus ascription (how status is accorded)
6 Time (past/present, short/long term, sequential?)
7 Environment (internal vs external)
Case study
You work for accounting firm based in Barcelona. Recently there has been a joint venture with a UK company but working conditions have deteriorated with many complaints being made by both the Spanish and UK staff about the working styles of the others. Here are some examples of the complaints.
Spanish complaints about the British:
· “The bosses don’t act like managers, they don’t command authority – they want to consult their subordinates on everything, and I’ve even seen workers argue with the boss in meetings about ‘silly’ ideas – there is no respect!”
· “Some of the managers are so young! I don’t want to take order from a kid!”
British complaints about the Spanish:
· “There is so much inconsistency with the rules – they are always trying to make exceptions. Here, I have found it’s good to be friends with payroll department if you want to be sure to be paid on time! It shouldn’t be that way!”
· “They are incapable of making decisions without getting a group consensus- it makes everything so slow. Can’t they just make decisions for themselves sometimes?”
These complaints are symptomatic of two cultures that are distinct according to the findings of Hofstede and Trompenaars. Analyse the situation by not only identifying the dimensions that could be the cause of each complaint, but also examine what other difficulties they could cause and how the two cultures could work together better. You should back it up with evidence from Hofstede and Trompenaars.
Formalities:
.
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to vaccinations. Please read the following scenario and for your initial post; be sure to address all the questions posed by the scenario and include at least three scholarly sources within your initial post.
Patient #1
: Two five-year-old girls are on your schedule for a kindergarten physical. The foster parent of one of the children indicates she received all her immunization from birth to one year of age, but after that the child has not had any further vaccines. The second child appears to have been vaccinated per the CDC schedule.
Is there a difference in the immunization plan you will initiate today for these two patients? Why or why not?
What immunizations will you be ordering for each of these two patients today?
RUBRIC
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the convers.
Number of pages 12 Deadline 42 HoursInstructions This ass.docx
Number of pages: 12
Deadline: 42 Hours
Instructions: This assignment includes several different sections and number of pages for each. I've given specific details in the attachment
All instructions/details/guidelines, as outlined and given in the other document, must be followed and adhered to
Paper written must meet all the requirements and parts given/outlined in the other document
Choose a grade level and social studies topic with supporting standards and plan a lesson to present in the classroom. Include grade-level appropriate activities that encourage active student engagement.
Address the following in your lesson plan:
1. Multiple intelligences
2. Authentic literature
3. Depth of Knowledge
4. Assessment of objective- Use three formative assessments during the lesson and one summative assessment at the end.
Teach your social studies lesson to a classroom of students.
In an essay of 1,000-1,250-words, reflect on the lesson and content.
Cite at least four references from educational journals and academic websites to support your teaching strategies.
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
25.0 %Lesson Plan
The lesson plan is missing many of the required components. The activities are missing, weak, or incomplete. Activities and assessments are not grade appropriate.
The lesson plan consists of most of the required components. Attention to detail is minimal, underdeveloped, or inappropriate for teaching. Activities and assessments are mostly grade appropriate.
The lesson plan consists of all the required components. Activities and assessments are appropriate for grade level and encourage participation.
All lesson plan components are addressed. The thinking skills and activities are thoughtfully developed and provide meaningful practice with familiar text. The activities are fun, interactive, and creative.
All lesson components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to practice. Activities are engaging.
45.0 %Reflection Essay
Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points.
Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or persuasive. No outside sources were used to support major points.
Content addresses most of the issues stated in the assignment’s criteria. Major points are addressed. Research is evident.
Content is comprehensive, accurate, and definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, up-to-date, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources were cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated..
Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docx
Essay 1: Finding Common Ground
Quality Criteria
No/Limited Proficiency (1)
Minimal Proficiency (2)
Proficiency (3)
High Proficiency (4)
An informative introduction to the issue and opposing positions
The issue(s) at hand are not explained. Thesis is missing. Reader cannot determine thesis and purpose or thesis has no relation to the writing task.
The issue(s) and opposing positions are not well-developed. Thesis may be obvious or unimaginative. Thesis and topic are somewhat vague or only loosely related to the writing task.
The issue(s) and opposing positions are competently developed, but still has some weaknesses. Thesis is somewhat original. Thesis and purpose are fairly clear and match the writing task.
Develops fresh insight. Substantial, logical, and concrete developments of issue and opposing positions. Details are germane, original, and convincingly interpreted. Thesis is clear and specific.
A well-developed, probing analysis of the two articles
Offers simplistic, undeveloped, or cryptic analysis. Inappropriate or off topic generalizations. Analysis is irrelevant to thesis. There are faulty assumptions and errors of fact.
Offers somewhat obvious analysis that may be too broad. Details are too general, not interpreted, or inappropriately repetitive.
Offers solid but less original analysis. Assumptions are not always recognized or made explicit. Contains mostly appropriate details or examples.
Develops fresh insight. Substantial, logical, and concrete analysis. Details are germane, original, and convincingly interpreted.
A fair and impartial presentation
Uses judgmental words, inaccurately and unfairly represents information. Doesn’t give equal space to both arguments.
Relies on both judgmental and neutral words. Information could be presented in a biased, selective, or incomplete manner.
Mostly uses clear, neutral and accurate words. Mostly represents information accurately and fairly. Might not give equal space to both arguments.
Uses clear, neutral, and accurate words. Represents the information accurately and fairly. Gives equal space to both arguments.
A clear, logical organization
Unclear organization. No or very few transitions. No or very few topic sentences.
Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow or ideas. Weak topic sentences. Paragraph structure could be improved.
Organization supports thesis and purpose. Transitions are mostly appropriate. But sequence of ideas or paragraph structure could still be improved.
Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions, topic sentences, and paragraph structure are effective.
Use of sources/APA format and English grammar and vocabulary
Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement. Sources are not integrated. Does not demonstrate proficiency in English grammar, vocabulary, and ...
HSCO 511Support Group Paper Grading RubricCriteriaAdvanced
HSCO 511
Support Group Paper Grading Rubric
Criteria
Advanced
Proficient
Developing
Below Expectations
Not Present
Points
Earned
Content: 70%
Content
65 to 70 points
· Addresses all required aspects of the topics in sufficient depth & detail.
· Demonstrates course-related understanding, reflection, critical thinking & analysis.
· Meets length parameters.
59 to 64 points
· Addresses most required aspects of the topics in sufficient depth & detail.
· Demonstrates some course-related knowledge, reflection, critical thinking & analysis.
· Length is acceptable.
53 to 58 points
· Addresses some required aspects of the topics; depth & detail may be lacking.
· Some course-related knowledge, reflection & analysis may be implied.
· May violate length parameters.
1 to 52 points
· Addresses required aspects of the topics to a limited extent.
· Course-related knowledge, critical thinking & analysis is lacking.
· May violate length parameters.
0 points
Sources & Support
65 to 70 points
· Provides specific observations & examples.
· Incorporates all required sources in a meaningful way.
· Integrates biblical worldview perspectives.
59 to 64 points
· Provides some observations & examples.
· Incorporates required sources in some way.
· Makes inferences based on a biblical worldview.
53 to 58 points
· Provides a few observations & examples.
· Cites sources, but without meaningful discussion.
· Biblical worldview may be implied.
1 to 52 points
· Observations & examples are vague or missing.
· Required sources may not be incorporated.
· Biblical worldview may not be evident.
0 points
Structure: 30%
Organization
19 to 20 points
· Well organized with an engaging introduction, a logic progression of ideas & transitions that are clear & maintain flow of thought.
· Focused & concise with main points sufficiently developed.
17 to 18 points
· Generally well organized with a good introduction, progression of ideas & transitions that are clear & maintain flow of thought.
· Focused & concise with main points somewhat developed.
15 to 16 points
· May lack an engaging introduction, a logic progression of ideas and/or transitions that are clear & effective to maintain flow.
· Focus may be lacking & main points needing development.
1 to 14 points
· Organization is poor.
· There may be a lack of focus; ideas may be vague, confusing or underdeveloped.
0 points
Grammar &
Mechanics
19 to 20 points
· Spelling, grammar, punctuation, & capitalization is correct.
· Sentences are coherent, complete, clear & varied.
· Choice of words, tense & tone is appropriate.
17 to 18 points
· Spelling, grammar, punctuation, & capitalization is acceptable.
· Sentences are generally coherent, complete & clear.
· Choice of words, tense & tone is acceptable.
15 to 16 points
· Spelling, grammar, punctuation, or capitalization is incorrect.
· Sentence structure needs to be developed.
· Word choice, tense, or tone may be problematic.
1 to 14 points
· Multiple writing, grammar, or sentence structu ...
Choose one of the Case Studies from Chapter 13 using the Week.docx
Choose one of the Case Studies from Chapter 13 using the
Week 6: Case Study Choice
. Please summarize the case and discuss the questions that are asked with the case study presentation. Although it is not specifically asked, make sure that you are including aspects of immobility from Chapter 25 within the answers to the questions, and drawing ABGs on your patient, relaying the results (note you will need to make up what would be considered appropriate ABG results based on this case), and what those results mean in relation to your case study.
The case study I picked is : Cystic Fibrosis
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a m.
Case study D - Crohns Disease Review the case study and answer .docx
Case study D - Crohn's Disease
Review the case study and answer two of the questions posed in the study. To be considered exemplary, you must answer three of the questions. Your introductory paragraph should provide a summary of the case and the purpose statement. Remember to provide a citation for each answer.
I have chosen 3 questions :
1) Describe the pathophysiology of Crohn's disease.
3) Describe the common signs of an exacerbation.
9) Describe the potential complications of an intestinal obstruction hat is not treated promptly.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference pe.
My selected Topic Hydrocele & Spermatocele & Varicocele .docx
My selected Topic: Hydrocele & Spermatocele & Varicocele
Your initial post should also include the following:
The most common presenting symptoms.
The manner in which your disorder is routinely diagnosed.
A standard treatment plan.
Link(s) to routine screening and treatment guidelines.
If national screening and treatment guidelines do not exist for your disorder, choose a set of guidelines related to disorders that have been discussed in previous weeks. This is a great way for everyone to build a library of guidelines to help with their academic journey.
There is an abundance of information available on these disorders.In your research, look for the nuggets of information that are not common knowledge, or something specific that surprised you when you were researching your topic.
RUBRIC:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction require.
Running Head NEW DEVELOPMENTS IN ACADEMICS AND ETHICS .docx
Running Head: NEW DEVELOPMENTS IN ACADEMICS AND ETHICS 1
NEW DEVELOPMENTS IN ACADEMICS AND ETHICS 4
New Developments in Academics and Ethics
Christopher Walters
Argosy University
New Developments in Academics and Ethics
What new
developments has the world’s literature continuous evolution brought? For instance, it is evident that new systems of education come with new developments in language and generally new ways of doing things. First, there is improvement of study materials such as the development of plagiarism checker. Plagiarism checker has boosted standards of education by ensuring that students deliver original work and free from grammatical errors. Secondly, there is creation of clear writing instructions
and consistent conduct important in the education field. In addition, a ‘profession’s ethics’ are continuously unfolding conclusions of a more or less conscious discussion. It explains how members of a given profession should work together to achieve the common and preferred goal. According to (Davis, 2002), it is the product of a social contract which various parties share a common profession.
Proper Research Techniques
Proper research involves adhering to the set ethical norms set by scholars. This is because norms promote and develop the research aims, knowledge, truth and evidence. In research, there can be a wide range of ethical issues. These issues range from plagiarism to confidentiality. One of the most discussed factors is plagiarism. It is a complex ethical problem that has affected the performance of students learning institutions. The availability of plagiarism detection software has made it possible to monitor student assignments, exams and research papers (Hayen & Laverty, 2015). It discourages the culture where students are tempted to copy other author’s work.
The creation of plagiarism checkers also improved student’s learning and research skills by promoting creativity. For example, students are required to submit original work, which reflects their creativity. Ethical research conduct is also required since it provides guidelines set forth by the IRB on how research papers should be handled. It guide learners in writing based on their own composed formats. However, ethical conduct in research is a choice, and students should choose to research by ensuring they abide by ethical conducts stipulated.
Although students are encouraged to think broadly, using the correct citation and giving credit to sources is the right thing to do. Additionally, the ethical way of researching and writing about a certain topic while using multiple sources gives credit to any information borrowed from any of those sources. In line with (Davis, 2002), for every writing format chosen by a learner, he or she needs to observe all the guidelines as provided. Some of the popular writing formats include the American Psychological Association (APA), ...
FINAL PROJECT EVALUATION CRITERIAThere are four primary qu.docx
FINAL PROJECT EVALUATION CRITERIA
There are four primary quality indicators. All written assignments should include scores for the first three indicators (Responsiveness, Content, and Quality). Include the final indicator (Research, Scholarship, and Professional Style) if the rubric is being used to evaluate a research paper (e.g., a final research paper for the course).
Scoring Instructions
· For written assignments that are not scholarly research papers, grade using the first three quality indicators (Responsiveness, Content, and Quality); the total score would be 12 points (4 points maximum for each indicator).
· For scholarly research papers (for this course, the final paper), grade using all 4 quality indicators. Weight the score on the final indicator (Research, Scholarship, and Professional Style) double. For example, the maximum score for a scholarly research paper would be 12 points for the first three indicators plus 8 points for the final indicator to yield a maximum score of 20 points.
· Once you have calculated the student’s grade out of 20, multiply this total by 5 to yield the student’s final grade on the project. For example, a student who scores an 18 out of 20 will receive a final grade of 90 points.
4 (Exemplary)
3 (Meets the Standard)
2 (Progressing)
1 (Emerging)
RESPONSIVENESS TO PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It:
· Responds to assigned or selected topic;
· Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.);
· Is substantive and evidence-based;
· Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
3 Paper or writing assignment is responsiveto and meets the requirements given in the instructions. It:
· Responds to assigned or selected topic;
· Is substantive and evidence-based;
· Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content:
· Somewhat misses the point of the assigned or selected topic;
· Lacks in substance, relying more on anecdotal than scholarly evidence;
· Contains little evidence that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;
· Is submitted by the due date.
1 Paper or writing assignment is unresponsi ...
Performing health assessments as an APRN will help you to develo
Performing health assessments as an APRN will help you to develop a collaborative partnership with your patients. After reading Chapter 4 and 12 in your Pender text, think about the vulnerable population that you choose during Week 1 - consider what you perceive / know about this group in relation to the following topics:
Health assets
Health problems
Health-related lifestyle strengths
Key health-related beliefs
Health behaviors that put the person at risk
Changes that could improve their quality of life
Now consider the pros and cons of implementing a Community-Based Participatory Research health promotion project with the vulnerable group. You should consider not only the benefit of the actions but the active role the vulnerable will play in the development and implementation of the health promotion plan. How does your population’s health disparities and health inequities benefit and/or hinder this type of project’s success? Remember that you should include citations/references from at least three scholarly sources.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post ...
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to men's health. Please include at least three scholarly sources within your initial post.
Topic 1: Colorectal Cancer Screening
A 47-year-old man presents to your clinic for a routine physical. He considers himself to be “fairly healthy” and doesn’t routinely go to the doctor. His last physical was five years ago. In reviewing his chart, you see that his BMI is 30, he exercises twice a week at the local gym, and he does not take any medication. Part of your discussion during today’s visit is about screening for colorectal cancers. He did endorse some constipation in the review of systems. He noted an uncle in his family history who was diagnosed at age 54 with colon cancer. You begin to talk about colorectal screening, and the patient interrupts you and tells you that he is only 47 and that he should not have to worry about it until he is 50.
What are the recommendations and source(s) for the colorectal cancer screening test?
The patient thinks he does not have to worry about “being screened” until age 50. Is he correct? Why or why not? What age would you recommend screening for this patient and why? Does his family history come into play here?
What age would you recommend screening for this patient and why? Does his family history come into play here?
What are the screening options for this patient, and which would you recommend? Why?
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cit.
Criteria Exceeds Expectations Meets Expectat.docx
Criteria
Exceeds
Expectations
Meets
Expectations
Needs
Improvement
Needs Significant
Improvement
Engagement
Contributes to
the discussion
with original
ideas that
demonstrate
critical thinking
and intellectual
curiosity and
responsiveness
towards the
subject and the
author’s
position.
Contributes to
the discussion
with original
ideas that
require further
development
and critical
thinking; but
demonstrates
interest and
responsiveness
towards the
subject and the
author’s
position.
Contributes to
the discussion;
but lacks
originality,
critical
thinking, and
interest and
responsiveness
towards the
subject and the
author’s
position.
Fails to contribute to
the discussion or to
meet the
requirements of the
assignment, and lacks
critical inquiry or
interest towards the
subject and the
author’s position.
Preparedness
Demonstrates an
understanding of
the text, shows
excellent
evidence that
main points
were
understood, and
synthesizes
relevant points.
Demonstrates
some
understanding
of the text,
shows
basic evidence
that main points
were
understood, and
summarizes
some relevant
points.
Demonstrates
confusion
about the thesis
of the text,
shows little
evidence that
main points
were
understood,
and generalizes
or understates
relevant points.
Demonstrates
incomprehension of
the text and lack of
understanding of
most of the main
points.
Research
Incorporates
research from
additional
sources,
includes proper
source
attribution and
citations, and is
respectful
towards
opposing
viewpoints
while also
including
Incorporates
some research
from additional
sources,
includes source
attribution and
citations, and
shows balanced
inclusion of
differing
viewpoints.
Incorporates
examples but
no research
from additional
sources,
insufficient
source
attribution or
lacks citations
and
demonstrates
biased
viewpoint.
Lacks inclusion of
additional research,
source attribution,
and diversity of
viewpoints.
supporting
viewpoints.
Quality of
Writing and
Proofreading
Essay is free of
grammar,
spelling, and
punctuation
errors; and uses
correct diction
and syntax.
Essay has very
few grammar,
spelling,
punctuation,
diction, or
syntax errors.
Essay
has some
grammar,
spelling,
punctuation,
diction, and
syntax errors
that distract the
reader.
Essay has
many grammar,
spelling, punctuation,
diction, and syntax
errors that distract the
reader and do not
demonstrate effective
communication.
Total pts: 90-100% 80-89% 70-79% 69-0%
.
Life Transitions Assignment Assignment Life Transitions As.docx
Life Transitions Assignment
Assignment: Life Transitions Assignment
Weighting: 20% of final grade
Course Outcomes:
7.0
Life
Transitions
Discuss the various socioeconomic life transitions that the older adult will face in relation to:
· Declining function
· Shrinking social world
· Widowhood
· Late-Stage Divorce
· Late-Stage remarriage
· Grand parenting
· Reduced income
· Retirement, including the phases of retirement
· Role changes
· Awareness of mortality
Purpose of Life Transitions Assignment: To interview an older adult (over the age of 65 years) on their late life transitions. Then discuss/analyze the relevant older adult life transitions as it compares/contrasts with the course content.
Instructions for Assignment:
1. Interview an older adult (someone over 65 years of age). Note their approximate age. This person can be a friend, relative, neighbor, parent, or grandparent or someone you have met in the community. Acknowledge that you were instructed to interview an interesting person for your school assignment.
2. Develop your questions based on adult life transitions as it relates to a person’s lived experience.
3. When choosing a time for the interview, consider when the person feels most comfortable.
4. Consider the length of time you will be taking.
5. Assure the interviewee that they may refuse to answer any question.
6. Be empathic and nonjudgmental. Remember that the person is honoring you by sharing his/her life story.
7. Write a 4-6-page paper analyzing the person’s lived experience. Do not use their name or location to maintain confidentiality.
8. Choose 4 or 5 late-life transitions that apply to your interviewee’s lived experience to analyze.
9. Utilize APA format.
10. The essay must include a title page, in-text citations, and a reference page.
(Do not reference the course slides).
11. All work is expected to be your original work in your own words.
All items copied from other sources must be quoted or paraphrased or summarized with appropriate citations or references. Academic honesty is expected and required of all Conestoga students. It is critical that you familiarize yourself with the Academic Offences Policy.
12. This assignment
will be evaluated in terms of how you use the course content to interpret or explain what you described in the interview. What various life transitions occurred during this person’s older adult years?
13. Do not include the interview transcript in this assignment.
14. Review the rubric to ensure you have addressed all elements that will be evaluated.
Rubric
Proficient
Capable
Developing
Incomplete
Presentation
Excellent organization and presentation of discussion.
Ideas are easy to follow
Good organization and presentation of discussion.
Most ideas are easy to follow, with little to no repetition.
Lacks organization in the presentation .
Rubric Detail Select Grid View or List View to change the r.docx
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: MMPA_6851_Week9_Discussion_Rubric
Grid ViewList View
Exemplary
Proficient
Progressing
Emerging
Responsiveness to Discussion Question
Points:
Points Range:
9 (22.5%) - 10 (25%)
Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. They:
• Respond to the question being asked or the prompt provided;
• Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated);
• Are substantive, reflective, and evidence based;
• Demonstrate that the student has read, viewed, and considered the Learning Resources and a sampling of colleagues' postings; and
• Are posted by the due date.
Feedback:
Points:
Points Range:
7 (17.5%) - 8 (20%)
Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. They:
• Respond to the question being asked or the prompt provided;
• Are substantive, reflective, and evidence based;
• Demonstrate that the student has read, viewed, and considered the Learning Resources and a sampling of colleagues' postings; and
• Are posted by the due date.
Feedback:
Points:
Points Range:
5 (12.5%) - 6 (15%)
Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. They:
• Somewhat miss the point of the question or prompt; and/or
• May lack in substance, rely more on anecdotal than scholarly evidence; and/or
• Do not adequately demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues' postings; and/or
• Are posted by the due date at least in part.
Feedback:
Points:
Points Range:
3 (7.5%) - 4 (10%)
Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They:
• Miss the point of the question or prompt; and/or
• Provide responses that are insubstantial and anecdotal; and/or
• Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or
• Are posted past the late deadline defined as 11:59 p.m. on the due date.
Feedback:
Content Knowledge
Points:
Points Range:
9 (22.5%) - 10 (25%)
Discussion postings and responses demonstrate:
• In-depth understanding and application of concepts and issues pre ...
For this week’s discussion, you should focus on the vulnerable popul.docx
For this week’s discussion, you should focus on the vulnerable population group that you choose during Week 1 for your paper. Select one of the following topics and respond to the thread corresponding to the question/discussion, utilizing at least three scholarly references to support your post. As a class, please make sure that all topics are addressed.
Analyze how you could motivate the vulnerable population that you chose in Week 1 ( Transgender) to make changes What is your primary health concern for this group and what theory might you utilize to encourage them to make behavior changes?
Grading Rubric
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported ...
Making feedback more constructive
Feedback is another opportunity to teach our students. When our students are focused on the assessment that they have just completed we can talk about what they have done well in the assignment, what they might do better and what they can do differently next time. Many of us have opened our classroom doors to our colleagues and invited them to give us feedback on our teaching, but how many of us have shared our thoughts, ideas and strategies around our marking and feedback?
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Source Trompenaars, F. & Hampden-Turner, C. 1997. Riding the .docx
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Essay 1 Finding Common GroundQuality CriteriaNoLimited Pro.docx
HSCO 511Support Group Paper Grading RubricCriteriaAdvanced
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Choose one of the Case Studies from Chapter 13 using the Week.docx
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This discussion will allow you to examine several different prev.docx
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Life Transitions Assignment Assignment Life Transitions As.docx
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Rubric Detail Select Grid View or List View to change the r.docx
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__________Transitional Bilingual Ed.
__________One-way Dual Language
__________Pull-out Bilingual Ed.
__________Two-way Dual Language
__________Enrichment Bilingual Education (30 min. per day)
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__________ESL Pull-out
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__________Total emersion with no language support
__________English enrichment, 30 minutes per day, by classroom teacher
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...
Based on Santa Clara University Ethics DialogueEthics .docx
Based on Santa Clara University Ethics Dialogue
Ethics case studies
This is an extra credit assignment that I am offering for the first time this term. In this booklet, you will find 38 separate case studies. You are free to respond to any or all of these cases.
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You may find it helpful to read the paper “Four Tough Ethical Dilemmas” prior to responding.
While these are your opinions, citations are not expected; however, if you make use of the work of others, include APA style citations for complete credit.
Either cut and paste the cases you select to a separate file or use this file for your submission. If you use this file to submit a response, please delete those cases to which you are not responding.
Dr. Frick
Case 1: Family Loyalty vs. Meritocracy
A man was appointed president of the newly-acquired Philippine subsidiary of a large American company. He was reviewing the organization with the company's head of human resources. One thing the president noted was that the same names reoccurred frequently in several departments. "It is our tradition," commented the HR head. "Families take care of their own. If one family member gets a good job in a Philippine company, other members of the family apply to join that company and the first member there can help the whole family become successful by helping them get hired and by coaching them to be successful. The company benefits. Our costs of recruiting are lower, we know more about the people we hire, and the commitment to family success results in fewer performance and discipline problems because family members want to please their older relatives."
The president wondered how these practices would be regarded in a large American firm, and whether or not he should take action to change them.
1. Nepotism is not illegal, but is it ethical?
2. If the business is family-owned, does that make a difference?
3. How does national culture affect this discussion?
Case 2: Is the Two-Tier System Ethically Problematic
Employees at a cereal makers plant were “locked-out” from their jobs producing cereal for over 3 months. Company management and the union representing the employees reached a stalemate in negotiations resulting in the lockout. The union claims that the primary issue is the company’s demand of dramatically increasing the number of temporary workers, who would earn $6 less per hour and receive fewer benefits. Critics claim this effectively creates a two-tier system at the plant. Under the current agreement, the company may use temporary workers for up to 30% of the workforce, but the union claims the company is now pushing for 100%. The workers, who have had their health insurance suspended, fear that their jobs will either be replaced entirely by temporary workers, or they will be f ...
Barbara Corcoran Learns Her Heart’s True Desires In her.docx
Barbara Corcoran Learns Her Heart’s True Desires
In her hilarious and lighthearted book, Shark Tales: How I Turned $1,000 Into a
Billion Dollar Business, Barbara Corcoran demonstrates the importance of knowing what
you really want out of life (Corcoran & Littlefield, 2011). As her title suggests, Barbara
founded her real estate company, The Corcoran Group, with only $1,000 and some big
dreams. Shortly after founding the company, Barbara took out a piece of paper and wrote
down some big goals for herself and the company. In 1978, she had only 14 sales agents
working for her, who earned a total of $250,000 in commissions. She set a goal of
doubling the number of agents and the commissions every year. So she put down 28 sales
people for 1979, 56 for 1980, and so on, all the way up to 1,792 salespeople in 1985 with
total commissions of $32,000,000. Barbara was amazed when she saw the fantastic sums
projected for 1985, and of course many people, when they see such amazing sums, would
dismiss the calculations as fantasy But as Barbara put it, she went to work the next day
hustling hard for her $32 million.
Real estate agents are paid largely by commission, which is about as close as you
can get to a pure form of contingent reward for performance. However, Barbara didn’t
rely solely on the commissions to motivate her workers. She threw theme parties and held
numerous social events to build a committed workforce. Good sales agents could always
move to another firm, but not every firm had Barbara’s positive attitude and fun-filled
atmosphere. In the early years of the firm, when money was tight, Barbara and her
relatives did the cooking for the outings and parties, and she found clever ways to
entertain people with skating parties and other lively activities. As the firm became larger
and more profitable, she even hired professional entertainers for the company’s midweek
picnics, which included elephant shows, daring rides on hot air balloons, horses, or
Harley Davidsons, etc. Barbara stated “I built my company on pure fun, and believe that
fun is the most underutilized motivational tool in business today. All of my best ideas
came when I was playing outside the office with the people I worked with” (Corcoran &
Littlefield, 2011, p. 283). What did she get in return for the fun atmosphere? She had the
“most profitable real estate company per person in the United States” (p. 284). By the
time she sold her agency in 2001, she had 1,000 agents working for her, and she had the
largest real estate agency in New York – clearly her motivational strategies attracted a
large number of productive employees.
Barbara Corcoran had sold her firm for $66 million. She thought that would make
her happy, but instead, it made her sad. Although she pretended to be happy with her new
wealth and freedom, she was “secretly miserable” (Corcoran & Littlefield, 2011, p. 232).
She had lost her purpose ...
Bapsi Sidhwa’s Cracking India1947 PartitionDeepa Meh.docx
Bapsi Sidhwa’s Cracking India
1947 Partition
Deepa Mehta’s earth (1998)
Characters
Aamir Khan - Dil Navaz, the Ice Candy Man
Nandita Das - Shanta, the Ayah
Rahul Khanna - Hassan, the Masseur
Maia Sethna - Lenny Sethna
Shabana Azmi - older Lenny, narrator
Kitu Gidwani - Bunty Sethna
Arif Zakaria - Rustom Sethna
Kulbhushan Kharbanda - Imam Din
Kumar Rajendra - Refugee Police
Pavan Malhotra - Butcher
IN Deepa Mehta’s words
I wanted desperately to make CRACKING INDIA into a film, a particular film, EARTH, which would be the second in my trilogy of the elements of Fire, Earth and Water.
Tracing Bapsi was no easy task but persevere we did and soon I was talking to Bapsi on the phone, hoping that the film rights to her book were still available. Two months later, thanks to David Hamilton's unwavering belief in the project, we owned the rights, had development funds, and I was sitting at my kitchen table, writing the screenplay of EARTH.
David and Anne Masson and I had worked together on FIRE and we re-assembled the team to begin the detailed planning of the production.
During this phase Bapsi became a friend and was exceedingly generous with information and old photographs. She would talk with me for hours about what it was like growing up in Lahore during those times. Lenny, after all, was based on Bapsi. In fact, Lenny was Bapsi.
The irony of our situation hasn't escaped Bapsi or myself. Bapsi is from Pakistan and now a US citizen. I'm from India and now living in Canada. If neither of us had moved from our respective homelands, the film just wouldn't have been possible. Pakistan and India, since the Partition of 1947, are sworn enemies. Not only have they fought three major wars against each other, but also, as I write this, both countries talk blithely about their nuclear capabilities and continue their militant aggression against each other across the still- disputed Kashmir border.
Fallen Women in the novel and film
Abducted women like Ayah and Hamdia, Lenny’s new nanny are viewed with suspicion from Lenny.
Page 226
“It isn’t a jail, Lenny baby…it’s a camp for fallen women.”
“What are fallen women?”
“Hai! The questions you ask! Your mother won’t like such talk…Now keep quiet”
“Are you a fallen woman?”
Fallen women – Abducted and raped women
In the aftermath of the 1947 declaration of Indian independence, the roughly drawn new state boundaries triggered what may have been the biggest migration in human history.
Historical consensus supports a figure of 12 million people displaced, although the BBC suggests figures as high as 14.5 million people. An undeclared civil war erupted as communities of Hindus, Muslims, and Sikhs fought one another to establish their own identities in their redefined homelands. And, in the process, the Indian government estimates, 83,000 women were abused and abducted. Others put the number even higher.
“Rather than being raped and abandoned,” Yasmin Khan writes in The Great Partition: The ...
Barriers of therapeutic relationshipThe therapeutic relations.docx
Barriers of therapeutic relationship:
The therapeutic relationship between patient and nurse is often filled with barriers that can generate obstacles for the relationship and, in the end, the health system as a whole (Sfoggia et al.,2014). There are many factors that hinder building a therapeutic relationship: language, professional jargon, communication impairment, and cultural diversity (ibid).
Language:
Language can be an obstacle to nurse-patient communication because a patient may not be able to speak the same language and therefore communication is not possible (Levin,2006). The best way to overcome this barrier is providing a translator who can explain a professional facilitator's message easily to the patient(ibid). For instance, if the nurse only speaks English but the patient is only able to speak Arabic, a translation to the patient of what the professional facilitator is saying leads to less chance of misunderstanding (ibid). Translation also allows a patient to feel comfortable through being able to speak in their own language (ibid).
Medical jargon:
Jargon is a technical language that is comprehended by people in a specific industry or area of work (Leblanc et al.,2014). Health professionals often use jargon to communicate with each other(ibid). For example, T.B. disease stands for tubercle bacillus and HIV stands for human immunodeficiency virus (Mccrary & Christensen,1993). Jargon often makes sense to health professionals but a patient who does not understand these acronyms will not understand such communication, leading to a barrier in therapeutic relationship between patient and health professional (Leblanc et al.,2014).
Communication impairment:
Patients with communication impairment such as blindness, deafness and speech impairment often feel isolated, frustrated and self-conscious (O’Halloran et al.,2009). Some patients are born with such disabilities or have developed them as a result of disease (ibid). Therefore, nurses should provide enough time in order to describe any issue to such patients so that they do not feel uncomfortable or censured by health professionals, who must remain impartial (ibid).
Cultural diversity:
Patients often have various differences (Leblanc et al.,2014).Some of these differences are due to a patient's illness, social status, economic class, education and personality(ibid). However, according to Kirkham (1998), the deepest differences might be cultural diversity. Beheri (2009) points out that many nurses believe if they just treat patients with respect, they will avoid most cultural issues. Nevertheless, avoiding misunderstanding can be achieved through some knowledge of cultural customs, which might help and enable nurses to provide better health care to patients (ibid).
Facilitators of therapeutic relationship:
UNCRPD (2006) states that the most fundamental human right in hospital is communication. Patients are required to be provided with an effective communication method by nurs ...
Barada 2Mohamad BaradaProfessor Andrew DurdinReligions of .docx
Barada 2
Mohamad Barada
Professor Andrew Durdin
Religions of the World Hum 201-02
March 23rd, 2018
References:
1. Rachel. Rachel’s Musings: Buddhism is a Religion. Retrieved from https://www.rabe.org/thoughts-on-buddhism/buddhism-is-a-religion/
2. Winfield, Pamela. The Conversation: Why so many Americans think Buddhism is just a philosophy. Retrieved from https://theconversation.com/why-so-many-americans-think-buddhism-is-just-a-philosophy-89488
Critical Analysis of the religious nature of Buddhism
The religious community often debates on whether Buddhism is categorized as a religion or as philosophical teaching. The answer to the question varies depending on an individual’s point of view. There are three main types of Buddhism practices across the world with each of them having smaller branches with slights variances in their teachings and beliefs. The different styles of Buddhist mainly encompass Theravada Buddhism, Vajrayana Buddhism, and Mahayana Buddhism. The various forms often have deities that are worshipped while others do not. Some often have scriptures while others do not usually believe in any physical form of the Buddhist teachings. The first article is authored by Rachel, a blogger, presenting the argument that Buddhism is a religion (Rachel, 1). On the other hand, the second article authored by Pamela Winfield recognizes Buddhism as a philosophy. Analyzing and comparing the two pieces having divergent views on the religious nature of Buddhism is crucial for understanding whether it is a religion or philosophy.
Summary of the articles
Rachel in her article considers Buddhism as a religion. The author acknowledges the fact that Mahayana Buddhism which is often found in greater part of Asia that includes Japan, Korea, and China often teaches on attaining enlightenment (Rachel, 1). The Mahayana often accept that every individual wishes to ensure the effective attainment of enlightenment and thus end the cycle of rebirth which others recognize as “Karma.” The article proceeds to state that Buddha is the greatest of the deities but is not worshipped. Instead, Buddha often inspires all those who practice doing as he once did. The author states that Buddhism often requires that the individuals that choose the wrong path attempt to re-accomplish these tasks in their next life alongside other punishments imposed on them by karma. The characteristics of this type of Buddhism thus often play a significant role in showing the religious nature of Buddhism. The author concludes by stating that Buddhism often contains all the different elements of a religion. Moreover, the article associates Buddhism with fallacies that characterize other religions and just as dangerous as other religions as well. A quote proves the claim on the dangerous nature of Buddhism that the author uses to summarize the teachings of Buddhism.
On the other hand, Winfield tends to focus on enlightening the readers on some of the aspects of Buddhism that ensures its a ...
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