Case Study 1 Case Study 1 Ms. A. is an apparently healthy 26-year-old white woman. Since the beginning of the current golf season, Ms. A has noted increased shortness of breath and low levels of energy and enthusiasm. These symptoms seem worse during her menses. Today, while playing in a golf tournament at a high, mountainous course, she became light-headed and was taken by her golfing partner to the emergency clinic. The attending physician’s notes indicated a temperature of 98 degrees F, an elevated heart rate and respiratory rate, and low blood pressure. Ms. A states, “Menorrhagia and dysmenorrheal have been a problem for 10-12 years, and I take 1,000 mg of aspirin every 3 to 4 hours for 6 days during menstruation.” During the summer months, while playing golf, she also takes aspirin to avoid “stiffness in my joints.” Laboratory values are as follows: Hemoglobin = 8 g/dl Hematocrit = 32% Erythrocyte count = 3.1 x 10/mm RBC smear showed microcytic and hypochromic cells Reticulocyte count = 1.5% Other laboratory values were within normal limits. Question Considering the circumstances and the preliminary workup, what type of anemia does Ms. A most likely have? In an essay of 500-750 words, explain your answer and include rationale. © 2013. Grand Canyon University. All Rights Reserved. EDUU 510 School and Community Study Assignment Description This assignment gives you an opportunity to study a specific school and its surrounding community in depth and gather contextual information that could assist you in determining how best to meet the needs of students in that school. You will be asked to gather contextual information about the school and community from a variety of sources and reflect on how that information could be used to inform your teaching. Directions: 1. Select a School in California to Study 2. Gather Data About the Community The U.S. Census Bureau website will be helpful in locating this information https://www.census.gov/quickfacts/fact/table/US/INC110215 or you may use other sources City Description Urban, rural or suburban Population Race/Ethnicity Educational Attainment Levels (High School or higher, Bachelor’s degree or higher, etc…) Median Household Income Percent of people living below the poverty level (percentage) Major employers in the area 3. Gather Data About the School a. Use the Ed Data website http://www.ed-data.org/ as your source for demographic information about the school and staff School Description Name of School Name of District Name of County Type of School (Elementary, Middle, High School) Grade Levels Special School Designations (Which, if any, of these designations apply to the school you selected?) Immediate Intervention Underperforming School Program Title 1 School wide program Bilingual Waiver Program Charter School Magnet School California Distinguished School Blue Ribbon School https://www.census.gov/quickfacts/fact/.

1. Case Study 1
Case Study 1
Ms. A. is an apparently healthy 26-year-old white woman. Since
the beginning of the current golf season, Ms. A has noted
increased shortness of breath and low levels of energy and
enthusiasm. These symptoms seem worse during her menses.
Today, while playing in a golf tournament at a high,
mountainous course, she became light-headed and was taken by
her golfing partner to the emergency clinic. The attending
physician’s notes indicated a temperature of 98 degrees F, an
elevated heart rate and respiratory rate, and low blood pressure.
Ms. A states, “Menorrhagia and dysmenorrheal have been a
problem for 10-12 years, and I take 1,000 mg of aspirin every 3
to 4 hours for 6 days during menstruation.” During the summer
months, while playing golf, she also takes aspirin to avoid
“stiffness in my joints.”
Laboratory values are as follows:
Hemoglobin = 8 g/dl
Hematocrit = 32%
Erythrocyte count = 3.1 x 10/mm
RBC smear showed microcytic and hypochromic cells
Reticulocyte count = 1.5%
Other laboratory values were within normal limits.
Question
Considering the circumstances and the preliminary workup,
what type of anemia does Ms. A most likely have? In an essay
of 500-750 words, explain your answer and include rationale.

2. © 2013. Grand Canyon University. All Rights Reserved.
EDUU 510
School and Community Study Assignment Description
This assignment gives you an opportunity to study a specific
school and its surrounding community in depth
and gather contextual information that could assist you in
determining how best to meet the needs of
students in that school. You will be asked to gather contextual
information about the school and community
from a variety of sources and reflect on how that information
could be used to inform your teaching.
Directions:
1. Select a School in California to Study
2. Gather Data About the Community
The U.S. Census Bureau website will be helpful in locating this
information
https://www.census.gov/quickfacts/fact/table/US/INC110215 or
you may use other sources
City Description
Urban, rural or suburban
Population
Race/Ethnicity
Educational Attainment Levels (High School or higher,

3. Bachelor’s degree or higher, etc…)
Median Household Income
Percent of people living below the poverty level (percentage)
Major employers in the area
3. Gather Data About the School
a. Use the Ed Data website http://www.ed-data.org/ as your
source for demographic
information about the school and staff
School Description
Name of School
Name of District
Name of County
Type of School (Elementary, Middle, High School)
Grade Levels
Special School Designations (Which, if any, of these
designations apply to the school you
selected?)
Immediate Intervention Underperforming School Program
Title 1 School wide program
Bilingual Waiver Program
Charter School
Magnet School
California Distinguished School
Blue Ribbon School

4. https://www.census.gov/quickfacts/fact/table/US/INC110215
http://www.ed-data.org/
Student &Staff Demographics
Student Demographics
Total Number of Students at the school
Average Class Size
Languages of English Learners
Ethnic Diversity Index
Foster Youth Count
Students on Free/Reduced Price Meals (Percent of Total)
Certificated and Classified Staff Demographics
Number of Teachers
Per Pupil Ratio: Teachers
Average Teaching Experience
Number of Administrators
Number of Classified Staff
b. Interview a teacher and ask them to respond to questions
related to school and classroom
support for students and families described below.
School Support
What school wide programs are available for students?
(Reading intervention, AVID, Character Counts, other?)
What facilities are available for students beyond the classroom?

5. (Computer Lab, Library, Gym, other?)
What student support services are available at the school for
students?
(Counselor, Nurse, Resource Specialist, School Psychologist,
Social Worker, other?)
What special programs are available at the school for students?
(English Language Learner Program, Preschool Program,
Afterschool Program, other?)
How does the school reach out to families?
Is there a school newsletter? If so, what information is
contained in the newsletter and how
often is it sent home? If not, how are parents notified of events?
How are parents notified of curriculum, students’
grades/academic achievement?
Does the school have an organized community outreach
program? If so, how does it work?
Is there a representative from the school who works with
parents who are non-English
speakers (such as an English Language Advisory Council)?
Are there regular social occasions or events at which parents
and school staff can get to know
each other?
In what ways are parents able to be involved in the school?
Classroom Support
What information do you gather about students that you find
helps to inform your teaching?
What strategies do you utilize to create a positive learning
environment for all students?
What strategies do you use to communicate and collaborate with
parents?

6. What resources do you rely on when you are struggling to meet
the needs of a student or
students?
4. Observe an Experienced Teacher
Observe an experienced teacher teaching a lesson. Describe the
lesson you observed. What evidence
were you able to gather during the lesson observation that
demonstrates the teacher used his/her
knowledge about the students to meet any or all of the Teaching
Performance Expectations (TPEs)
described below?
a. Engaging and Supporting Students in Learning
b. Creating and Maintaining an Effective Environment for
Student Learning
c. Understanding and Organizing Subject Matter for Student
Learning
d. Planning and Designing Learning Experiences
e. Assessing Student Learning
5. Write a 3-5 page paper that includes:
a. A summary of information gained from your internet research
and teacher interview about
the school and community context based on the criteria and
questions described above
b. A summary of the lesson observation including the name of
the teacher, grade level, subject

7. area observed and date of the observation as well a description
of the lesson and evidence that the
teacher used his/her knowledge about the students in the
classroom to meet the TPEs
c. An analysis and reflection about the school and community
study that includes answers to
the following questions:
-What are the similarities and differences
between your own school experiences and
those of the students in the school and community you
studied?
- How would the information you gathered about the school
inform your teaching?
- How would the information you gathered about the
community inform your teaching?
- What insights did you gain about teaching from completing the
school and community
study?
EDUU 510 School and Community Study Rubric
Exemplary
5 pts.

8. Proficient
4 pts.
Emerging
3 pts.
Needs Improvement
2 pts.
School &
Community
Context
-Clearly and concisely describes
contextual information about the
school and community as well as
information about school and
classroom support for students
and their families
-Adequately describes
contextual information about
the school and community as
well as information about
school and classroom support
for students and their families
-Partially describes contextual
information about the school
and community as well as
information about school and
classroom support for students

9. and their families
-Little or no description of
contextual information about the
school and community and/or
information about school and
classroom support for students
and their families
Lesson
Observation
Clearly and concisely describes
how the teacher used his/her
knowledge about the students to
meet specific Teaching
Performance Expectations
(TPEs)
Adequately describes how the
teacher used his/her knowledge
about the students to meet
specific Teaching Performance
Expectations (TPEs)
Partially describes how the
teacher used his/her knowledge
about the students to meet
specific Teaching Performance
Expectations (TPEs)
Little or no description of how
the teacher used his/her

10. knowledge about the students to
meet specific Teaching
Performance Expectations
(TPEs)
Analysis
and
Reflection
Clearly and concisely explains
the similarities and differences
between candidates’ own school
experiences and those of students
in the school and community
studied, how the data gathered
about the school and community
would be used to inform teaching
and the insights gained about
teaching from doing the study
Adequately explains the
similarities and differences
between candidates’ own
school experiences and those of
students in the school and
community studied, how the
data gathered about the school
and community would be used
to inform teaching and the
insights gained about teaching
from doing the study
Partially explains the similarities
and differences between

11. candidates’ own school
experiences and those of
students in the school and
community studied, how the
data gathered about the school
and community would be used
to inform teaching and the
insights gained about teaching
from doing the study
Little or no explanation of the
similarities and differences
between candidates’ own school
experiences and those of
students in the school and
community studied, how the
data gathered about the school
and community would be used
to inform teaching and/or the
insights gained about teaching
from doing the study
Writing
Style and
Mechanics
Writing is clear and concise.
Sentence structure is varied.
Fully adheres to academic
writing conventions (grammar,
spelling punctuation etc.)
There are no grammar, spelling
and/or punctuation errors.
Writing is clear and sentence

12. structure is somewhat varied.
Adequately adheres to
academic writing conventions
(grammar, spelling,
punctuation etc.) There are few
grammar, spelling and/or
punctuation errors.
Writing is unclear with minimal
variation in sentence structure.
Partially adheres to academic
writing conventions (grammar,
spelling, punctuation etc.) There
are several grammar, spelling
and/or punctuation errors.
Writing is unclear. Sentence
structure is the same throughout
the paper. Does not adhere to
academic writing conventions
(grammar, spelling, punctuation
etc.)
Case Study 1
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3

13. Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
40.0 %Accurate identification of anemia classification and
rationale.
Identification of anemia classification and rationale is not
offered.
Identification of anemia classification and rationale is offered,
but incomplete, lacking relevant information, such as rationale.
Identification of anemia classification and rationale meets the
basic requirements of the assignment.
Identification of anemia classification and rationale is offered
in detail.
Identification of anemia classification and rationale is offered
in detail, while demonstrating evidence of deeper insight and/or
reflection.
40.0 %Explanation of patient diagnosis with rationale from case
findings. Outside sources and/or medical and nursing references
used to support conclusions.
Explanation of patient diagnosis is not offered.
Explanation of patient diagnosis is offered, but incomplete,
lacking relevant information, or does not provide outside
sources and/or medical and nursing references to support
conclusions.
Explanation of patient diagnosis uses outside sources and/or
medical and nursing references to support conclusions, and
meets the basic requirements of the assignment.
Explanation of patient diagnosis uses outside sources and/or

14. medical and nursing references to support conclusions and is
offered in detail.
Explanation of patient diagnosis uses outside sources and/or
medical and nursing references to support conclusions and is
offered in detail, while demonstrating evidence of deeper
insight and/or reflection.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or
vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to
purpose.
Thesis and/or main claim are clear and forecast the development
of the paper. It is descriptive and reflective of arguments and
appropriate to purpose.
Thesis and/or main claim are comprehensive; contained within
the thesis is the essence of the paper. Thesis statement makes
the purpose of the paper clear.
5.0 %Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and
coherence. No apparent connections between paragraphs are
established. Transitions are inappropriate to purpose and scope.
Organization is disjointed.
Some paragraphs and transitions may lack logical progression of
ideas, unity, coherence, and/or cohesiveness. Some degree of
organization is evident.
Paragraphs are generally competent, but ideas may show some
inconsistency in organization and/or in their relationships to
each other.
A logical progression of ideas between paragraphs apparent.
Paragraphs exhibit unity, coherence, and cohesiveness. Topic
sentences and concluding remarks are appropriate to purpose.

15. There is a sophisticated construction of paragraphs and
transitions. Ideas progress and relate to each other. Paragraph
and transition construction guide the reader. Paragraph structure
is seamless.
5.0 %Mechanics of Writing (includes spelling, punctuation,
grammar, language use)
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used.
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice, sentence structure, and/or
word choice are present.
Some mechanical errors or typos are present, but are not overly
distracting to the reader. Correct sentence structure and
audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective
figures of speech are used.
Writer is clearly in command of standard, written, academic
English.
5.0 %Format
2.0 %Paper Format(1- inch margins;12-point-font;double-
spaced;Times New Roman, Arial, or Courier)
Template is not used appropriately or documentation format is
rarely followed correctly.
Template is used, but some elements are missing or mistaken;
lack of control with formatting is apparent.
Template is used, and formatting is correct, although some
minor errors may be present.
Template is fully used; There are virtually no errors in
formatting style.
All format elements are correct.

16. 3.0 %Research Citations(In-text citations for paraphrasing and
direct quotes, and reference page listing and formatting, as
appropriate to assignment)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper.
Sources are appropriately documented, although some errors
may be present.
Reference page is present and fully inclusive of all cited
sources. Documentation is appropriate and GCU style is usually
correct.
In-text citations and a reference page are complete. The
documentation of cited sources is free of error.
100 %Total Weightage