This rubric outlines the criteria and scoring for evaluating discussion posts in an online course. It addresses several aspects of the post, including responding to the discussion question, depth of critical analysis, use of sources, writing quality, and timeliness. For outstanding performance, the post must thoroughly answer the question with in-depth critical analysis demonstrating knowledge from course readings and cite at least three credible sources. It also must be clearly written with no errors. The rubric provides scoring ranges to evaluate performance as outstanding, excellent, competent, proficient, or room for improvement in each category.
Polishing the examination – key points, Liz Norman, ANZCVS Exam Writing Works...Liz Norman
Polishing the examination – key points
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
Polishing the examination – key points, Liz Norman, ANZCVS Exam Writing Works...Liz Norman
Polishing the examination – key points
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
Grading criteria and marking schemes, Liz Norman, SAVS-CSU Learning and Teach...Liz Norman
Grading criteria and marking schemes
Presentation for School of Animal & Veterinary Sciences - Charles Sturt University, Learning and Teaching Extravaganza 2014, National Wine and Grape Industry Centre, Wagga Wagga, Australia, 6th February 2014
Liz Norman, Massey University, New Zealand
Getting Ready for the ECTEL Doctoral Consortium, Part 1Christian Glahn
The ECTEL Doctoral Consortium (DC) is one of the prime events for getting valuable feedback on progressing with a research project in technology-enhanced learning (TEL). The ECTEL DC has strict requirements for submissions. The present slides deal answering critical questions that help to clarify and structure one's own ideas and challenges for a successful submission to the ECTEL DC. This includes phrasing research questions, identifying the research context, and to position and relate the own research to the wider field.
This deck covers part one of a two part workshop for preparing submissions to the ECTEL 2018 Doctoral Consortium at the EATEL Summer School in Durres, Albania.
Rubric Detail Select Grid View or List View to change the ru.docxhealdkathaleen
Rubric Detail
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Content
Name: NURS_6640_Week1_Discussion_Rubric
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Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Main Posting:
Writing
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no grammatical or spelling error
Adheres to current APA manual writing rules and style
Points Range: 5 (5%) - 5 (5%)
Written concisely
May contain one to two grammatical or spelling error
Adheres to current APA manual writing rules and style
Points Range: 4.5 (4.5%) - 4.5 (4.5%)
Written somewhat concisely
May contain more than two spelling or grammatical errors
Contains some APA formatting errors
Points Range: 0 (0%) - 4 (4%)
Not written clearly or concisely
Contains more than two spelling or grammatical errors
Does not adhere to current APA manual writing rules and style
Main Posting:
Timely and full participation
Points Range: 10 (10%) - 10 (1 ...
Rubric Detail Select Grid View or List View to change the rubric.docxtoddr4
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6501_Week2_Discussion1_Rubric
· Grid View
· List View
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points:
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Feedback:
Points:
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Feedback:
Points:
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Feedback:
Main Posting:
Writing
Points:
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no grammatical or spelling error
Adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 5 (5%) - 5 (5%)
Written concisely
May contain one to two grammatical or spelling error
Adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 4.5 (4.5%) - 4.5 (4.5%)
Written somewhat concisely
May contain more than two spelling or grammatical errors
Contains some APA formatting errors
Feedback:
Points:
Points Range: 0 (0%) - 4 (4%)
Not written clearly or conc.
Grading criteria and marking schemes, Liz Norman, SAVS-CSU Learning and Teach...Liz Norman
Grading criteria and marking schemes
Presentation for School of Animal & Veterinary Sciences - Charles Sturt University, Learning and Teaching Extravaganza 2014, National Wine and Grape Industry Centre, Wagga Wagga, Australia, 6th February 2014
Liz Norman, Massey University, New Zealand
Getting Ready for the ECTEL Doctoral Consortium, Part 1Christian Glahn
The ECTEL Doctoral Consortium (DC) is one of the prime events for getting valuable feedback on progressing with a research project in technology-enhanced learning (TEL). The ECTEL DC has strict requirements for submissions. The present slides deal answering critical questions that help to clarify and structure one's own ideas and challenges for a successful submission to the ECTEL DC. This includes phrasing research questions, identifying the research context, and to position and relate the own research to the wider field.
This deck covers part one of a two part workshop for preparing submissions to the ECTEL 2018 Doctoral Consortium at the EATEL Summer School in Durres, Albania.
Rubric Detail Select Grid View or List View to change the ru.docxhealdkathaleen
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6640_Week1_Discussion_Rubric
· Grid View
· List View
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Main Posting:
Writing
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no grammatical or spelling error
Adheres to current APA manual writing rules and style
Points Range: 5 (5%) - 5 (5%)
Written concisely
May contain one to two grammatical or spelling error
Adheres to current APA manual writing rules and style
Points Range: 4.5 (4.5%) - 4.5 (4.5%)
Written somewhat concisely
May contain more than two spelling or grammatical errors
Contains some APA formatting errors
Points Range: 0 (0%) - 4 (4%)
Not written clearly or concisely
Contains more than two spelling or grammatical errors
Does not adhere to current APA manual writing rules and style
Main Posting:
Timely and full participation
Points Range: 10 (10%) - 10 (1 ...
Rubric Detail Select Grid View or List View to change the rubric.docxtoddr4
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6501_Week2_Discussion1_Rubric
· Grid View
· List View
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points:
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Feedback:
Points:
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Feedback:
Points:
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Feedback:
Main Posting:
Writing
Points:
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no grammatical or spelling error
Adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 5 (5%) - 5 (5%)
Written concisely
May contain one to two grammatical or spelling error
Adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 4.5 (4.5%) - 4.5 (4.5%)
Written somewhat concisely
May contain more than two spelling or grammatical errors
Contains some APA formatting errors
Feedback:
Points:
Points Range: 0 (0%) - 4 (4%)
Not written clearly or conc.
Rubric Detail Select Grid View or List View to change the rubric.docxhealdkathaleen
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6501_Week9_Discussion_Rubric
· Grid View
· List View
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points:
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Feedback:
Points:
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Feedback:
Points:
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Feedback:
Main Posting:
Writing
Points:
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no grammatical or spelling error
Adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 5 (5%) - 5 (5%)
Written concisely
May contain one to two grammatical or spelling error
Adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 4.5 (4.5%) - 4.5 (4.5%)
Written somewhat concisely
May contain more than two spelling or grammatical errors
Contains some APA formatting errors
Feedback:
Points:
Points Range: 0 (0%) - 4 (4%)
Not written clearly or conci ...
Rubric to follow for the discussion questionOutstanding Pe.docxhealdkathaleen
Rubric to follow for the discussion question
Outstanding Performance
Excellent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Main Posting:
Writing
6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no grammatical or spelling error
Adheres to current APA manual writing rules and style
5 (5%) - 5 (5%)
Written concisely
May contain one to two grammatical or spelling error
Adheres to current APA manual writing rules and style
4.5 (4.5%) - 4.5 (4.5%)
Written somewhat concisely
May contain more than two spelling or grammatical errors
Contains some APA formatting errors
0 (0%) - 4 (4%)
Not written clearly or concisely
Contains more than two spelling or grammatical errors
Does not adhere to current APA manual writing rules and style
Main Posting:
Timely and full participation
10 (10%) - 10 (10%)
Meets requirements for timely and full participation
posts main discussion by due date
0 (0%) - 0 (0%)
NA
0 (0%) - 0 (0%)
NA
0 (0%) - 0 (0%)
NA
0 (0%) - 0 (0%)
Does not meet requirement for full participation
First Response:
Post to colleague's main post that is reflective and justified with credible sources.
9 (9 ...
Discussion Rubric to followOutstanding performanceExcellen.docxmadlynplamondon
Discussion Rubric to follow
Outstanding performance
Excellent performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Main Posting:
Writing
6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no grammatical or spelling error
Adheres to current APA manual writing rules and style
5 (5%) - 5 (5%)
Written concisely
May contain one to two grammatical or spelling error
Adheres to current APA manual writing rules and style
4.5 (4.5%) - 4.5 (4.5%)
Written somewhat concisely
May contain more than two spelling or grammatical errors
Contains some APA formatting errors
0 (0%) - 4 (4%)
Not written clearly or concisely
Contains more than two spelling or grammatical errors
Does not adhere to current APA manual writing rules and style
Main Posting:
Timely and full participation
10 (10%) - 10 (10%)
Meets requirements for timely and full participation
posts main discussion by due date
0 (0%) - 0 (0%)
NA
0 (0%) - 0 (0%)
NA
0 (0%) - 0 (0%)
NA
0 (0%) - 0 (0%)
Does not meet requirement for full participation
First Response:
Post to colleague's main post that is reflective and justified with credible sources.
9 (9%) - 9 (9%)
Respons ...
Discussion question
Discussion: Cardiovascular Alterations
At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause.
Consider the following scenario:
A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies.
To Prepare
· Review the scenario provided, as well as Chapter 25 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.
· Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.
By Day 3
Post a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.
Rubric to follow
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
35 (35%) - 39 (39%)
Responds to most of the discussion questi ...
Rubric Detail Select Grid View or List View to change the rajoy21
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6501_Discussion_Rubric
Grid ViewList View
Excellent
Good
Fair
Poor
Main Posting
Points:
Points Range:
45 (45%) - 50 (50%)
Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Feedback:
Points:
Points Range:
40 (40%) - 44 (44%)
Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Feedback:
Points:
Points Range:
35 (35%) - 39 (39%)
Responds to some of the Discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Feedback:
Points:
Points Range:
0 (0%) - 34 (34%)
Does not respond to the Discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Feedback:
Main Post: Timeliness
Points:
Points Range:
10 (10%) - 10 (10%)
Posts main post by Day 3.
Feedback:
Points:
Points Range:
0 (0%) - 0 (0%)
N/A
Feedback:
Points:
...
QUESTION
Discussion: Anemia
In clinical settings, advanced practice nurses often encounter patients with blood disorders such as anemia. Consider the case of a 17-year-old girl who is rushed to the emergency room after suddenly fainting. The girl’s mother reports that her daughter has had difficulty concentrating for the past week, frequently becomes dizzy, and has not been eating normally due to digestion problems. The mother also informs the nurse that their family has a history of anemia. With the family history of anemia, it appears that this is the likely diagnosis. However, in order to properly diagnose and treat the patient, not only must her symptoms and family history be considered, but also factors such as gender, ethnicity, age, and behavior. This poses the question: How do patient factors impact the incidence and prevalence of different types of anemia?
To Prepare
· Review Chapter 21 in the Huether and McCance text. Reflect on the pathophysiological mechanisms of iron deficiency anemia.
· Select one of the following types of anemia: pernicious anemia, folate deficiency anemia, sideroblastic anemia, chronic inflammation anemia, or post-hemorrhagic anemia. Identify the pathophysiological mechanisms of the anemia you selected.
· Consider the similarities and differences between iron deficiency anemia and the type of anemia you selected.
· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact these anemic disorders.
By Day 3
Post an explanation of the pathophysiological mechanisms of iron deficiency anemia and the anemia you selected. Compare these two types of anemia, as well as their potential causes. Finally, explain how genetics, gender, ethnicity, age, and behavior might impact the anemic disorders you selected.
LEARNING RESOURCES
Prochnow, C. (n.d.). Restoring hope: A cancer patient shares her story. Retrieved September 11, 2012, from http://www.uwhealth.org/uw-carbone-cancer-center/restoring-hope-a-cancer-patient-shares-her-story/20371.
Learning Objectives
Students will:
· Analyze the pathophysiology of anemia
· Compare the pathophysiology of iron deficiency anemia to the pathophysiology of other types of anemia
· Evaluate the impact of patient factors on anemic disorders
· Understand and apply key terms, concepts, and principles related to alterations of the hematological system
Photo Credit: JPC-PROD/iStock/Getty Images Plus/Getty images
Learning Resources
Required Readings
Huether, S. E., & McCance, K. L. (2012). Understanding pathophysiology (Laureate custom ed.). St. Louis, MO: Mosby.
· Chapter 20, “Structure and Function of the Hematologic System”
This chapter examines components of the hematologic system, development of blood cells, mechanisms of hemostasis, and hematologic value changes in pediatrics and geriatrics. It also focuses on common blood tests for hematologic disorders.
· Chapter 21, “Alterations of Hematologic Function”
This chapter focuses on common alter ...
You will discuss assigned questions for the ModuleWeek. · Answe.docxmattjtoni51554
You will discuss assigned questions for the Module/Week.
· Answers to questions must be supported with research and citations. It is not unusual, for instance, to have 3–4 citations per paragraph in doctoral-level research.
· Remember also that writing a research paper, especially at the doctoral-level, requires you to weave in ideas from numerous sources and then in turn synthesizing those ideas to create fresh insights and knowledge.
Specifics:
· 10-12 pages of content, double-spaced
· Must include citations from all readings and presentations for the assigned module (including the Fischer presentations and readings) and at least 15 scholarly sources
· Must include Biblical integration (the Fischer sources will help to that end)
· Current APA format
Module/Week 5 Essay
Discuss the following:
· Define governance.
· What are some of the connotations of the term governance as well?
· What is meant by “good” governance?
· Provide a Biblical perspective on governance in the public administration context.
Essay Paper Grading Rubric
Criteria
Levels of Achievement
Content
(70%)
Advanced
94-100%
Proficient
88-93%
Developing
1-87%
Not present
Total
Content
42.5 to 45 points
:
· Thoroughly answers each assigned question.
· Provides a well-reasoned synthesis of key ideas.
39.5 to 42 points
:
· Answers each assigned question.
· Provides some synthesis of key ideas.
1 to 39 points
:
· Fails to answer one or more questions.
· Largely fails to provide a meaningful synthesis of key ideas.
0 points
Not present
Research & Support
42.5 to 45 points
:
· Goes beyond required reading to provide an in-depth, researched discussion of the assigned questions.
· Supports assertions with research and numerous citations from all required reading, presentations, and scholarly source material.
39.5 to 42 points
:
· For the most part, goes beyond required reading to provide a discussion of the assigned questions.
· For the most part, supports assertions with research and citations.
1 to 39 points
:
· Largely fails to go beyond the required reading to answer questions.
· Limited use of research and citations to support assertions.
0 points
Not present
Biblical Integration
30.5 to 32.5 points
:
Provides a nuanced discussion of Biblical concepts as related to the content and assigned questions.
28.5 to 30 points
:
For the most part, provides a discussion of Biblical concepts as related to the content and assigned questions.
1 to 28 points
:
Provides only a limited discussion of Biblical concepts as related to the content and assigned questions.
0 points
Not present
Structure (30%)
Advanced
94-100%
Proficient
88-93%
Developing
1-87%
Not present
Total
Sources & Citations
19 to 20 points:
· All required readings and presentations from the current and prior modules must be cited.
· At least 15 scholarly sources are used.
17.5 to 18.5 points:
· Most of the required readings and present.
Discussion # 1 Due Weds 08/19/21
Wk 8 Discussion 1 [due Thurs]
Discussion Topic
Top of Form
Please refer to the resources provided on CDS Central. They are intended to help you engage effectively on the discussion board.
Due Thursday
Write a 250- to 300-word response to the following:
· Discuss the concept of researcher bias. What are some ways a researcher might address these issues?
Include your own experience as well as two citations that align with or contradict your comments as sourced from peer-reviewed academic journals, industry publications, books, and/or other sources. Cite your sources using APA formatting.
Due Monday
Review others’ posts and respond to at least one of your course colleagues or your faculty member in 150 words. Why do you agree or disagree with their post? What in your professional experience supports your assertions?
Copyright 2019 by University of Phoenix. All rights reserved.
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Discussion # 2 Due Fri 08/20/21
Wk 8 Discussion 2 [due Sat]
Discussion Topic
Top of Form
Please refer to the resources provided on CDS Central. They are intended to help you engage effectively on the discussion board.
Due Saturday
Write a 250- to 300-word response to the following:
· Why is having a research protocol and a research script important in qualitative research?
Include your own experience as well as two citations that align with or contradict your comments as sourced from peer-reviewed academic journals, industry publications, books, and/or other sources. Cite your sources using APA formatting.
Due Monday
Review others’ posts and respond to at least one of your course colleagues or your faculty member in 150 words. Why do you agree or disagree with their post? What in your professional experience supports your assertions?
Copyright 2019 by University of Phoenix. All rights reserved.
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Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: PRAC_6635_Week1_Assignment2_Rubric
Grid ViewList View
Excellent
Good
Fair
Poor
Rate yourself according to your confidence level performing the skills identified on the Clinical Skills Self-Assessment Form.
Points:
Points Range:
23 (23%) - 25 (25%)
The response provides ratings for all skills on the form.
Feedback:
...
Discussion Rubric: Undergraduate
Your active participation in the discussion forums is essential to your overall success this term. Discussion questions are designed to help you make meaningful
connections between the course content and the larger concepts and goals of the course. These discussions offer you the opportunity to express your own
thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance.
Requirements for Discussion Board Assignments
Students are required to post one initial post and to follow up with at least two response posts for each discussion board assignment.
For your initial post (1), you must do the following:
Compose a post of one to two paragraphs.
In Module One, complete the initial post by Thursday at 11:59 p.m.
Eastern Time.
In Modules Two through Eight, complete the initial post by Thursday at
11:59 p.m. of your local time zone.
Take into consideration material such as course content and other
discussion boards from the current module and previous modules, when
appropriate (make sure you are using proper citation methods for your
discipline when referencing scholarly or popular resources).
For your response posts (2), you must do the following:
Reply to at least two different classmates outside of your own initial
post thread.
In Module One, complete the two response posts by Sunday at 11:59
p.m. Eastern Time.
In Modules Two through Eight, complete the two response posts by
Sunday at 11:59 p.m. of your local time zone.
Demonstrate more depth and thought than simply stating that “I agree”
or “You are wrong.” Guidance is provided for you in each discussion
prompt.
Rubric
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value
Comprehension Develops an initial post with an
organized, clear point of view or
idea using rich and significant detail
(100%)
Develops an initial post with a
point of view or idea using
adequate organization and
detail (85%)
Develops an initial post with a
point of view or idea but with
some gaps in organization and
detail (55%)
Does not develop an initial post
with an organized point of view
or idea (0%)
40
Timeliness Submits initial post on time
(100%)
Submits initial post one day late
(55%)
Submits initial post two or more
days late (0%)
10
Engagement Provides relevant and meaningful
response posts with clarifying
explanation and detail (100%)
Provides relevant response
posts with some explanation
and detail (85%)
Provides somewhat relevant
response posts with some
explanation and detail (55%)
Provides response posts that
are generic with little
explanation or detail (0%)
30
Writing
(Mechanics)
Writes posts that are easily
understood, clear, and concise
using proper citation methods
where applicable with no errors in
citations (100 ...
Informative EssayStudents write an informative essay that incr.docxjaggernaoma
Informative Essay
Students write an informative essay that increases readers’ knowledge of the topic and comprehension of the thesis statement. Students are assessed on their ability to write cohesive paragraphs, a thesis statement that is fully supported throughout the essay, an introduction, and a conclusion that are free of punctuation, grammar, and spelling errors. Students write in their own words, objectively without bias, and support their statements with evidence. The essay consists of four- to five-pages, including a title page and an annotated bibliography consisting of at least three credible and/or relevant sources. At least three in-text citations from different sources are required. The essay must be formatted in APA, including a title page, an annotated bibliography (in place of a references page), page headers, document headers, one-inch page margins, and be double-spaced using Times New Roman 12-point font.
Components % of Grade
Analysis and use of course concepts 30%
Organization and coherence 30%
Style and mechanics 20%
APA Style (citations, references, formatting) 20%
TOTAL 100%
Informative Essay Rubric
Below Standard
Approaching Standard
At Standard
Exceeds Standard
DAS-U-Analysis and use of course concepts
Points Range:0 (0%) - 17.25 (17.25%)
• Does not attempt to explain how the evidence relates to topic • Superficial and poorly developed analysis • Little or no connections are made to course concepts • Uses few sources, may misunderstand them, and lacks critical thinking • No or minimal scholarly references
Points Range:17.25 (17.25%) - 22.87 (22.87%)
• Analysis of the evidence stretches its meaning to support topic • Some new ideas and insight, but lacks depth and detail • Incorporates some course concepts, but accuracy and development are not consistent • Shows basic understanding of sources but does not critically evaluate them • Incorporates few or no scholarly references
Points Range:22.88 (22.88%) - 28.12 (28.12%)
• Analysis explains how the evidence supports the topic in most cases • Analysis reflects insight but is not fully developed • Incorporates many course concepts but sometimes does not develop them • Shows careful reading of sources but little or no critical evaluation • Incorporates adequate or minimum number of scholarly references to support analysis
Points Range:28.12 (28.12%) - 30 (30%)
• Analysis shows a strong relationship between the evidence and the topic • Analysis is insightful and original • Incorporates course concepts accurately, consistently, and frequently • Critically evaluates sources • Incorporates numerous or more than the minimum number of scholarly references required to support analysis
DAS-U-Style and mechanics
Points Range:0 (0%) - 11.5 (11.5%)
• Contains spelling, punctuation, and/or grammatical errors, so understanding is difficult • Contains numerous awkward or ungrammatical sentences, and sentence structure is simple or monotonous • Misuses words, or uses words that.
Faculty of Business and Law
aCADEMIC YEAR 2018/19
assessment brief
Module Code:
UMKD6R-15-3
Module Title:
Marketing Services
Submission Deadline:
Wednesday 13th March 2019
Assessment Component
Coursework
Assessment Weighting:
50 per cent of total module mark
Marking and feedback deadline (20 working days)
10th April 2019
Assessment Instructions
This is an individual case-based assignment that requires you to answer a question in relation to the case study below: ‘Woodchurch Furniture’.
Question: Using services marketing theory, analyse and explain Woodchurch’s loss of customersand recommendhow it might improve the customer experience. (100 marks)
General Guidance
· The coursework requires you to select and apply theories, frameworks, and concepts from the first six study units of the module.
· It is your decision as to what theories/frameworks/concepts to use to inform your answer. There is no recommended minimum or maximum number, but generally, quality of application is more important than the quantity of frameworks applied.
· Remember that the requirement is to apply rather than describe theory.
· You may use subheadings in your answer, but avoid excessive use of bullet points.
· Do not reiterate passages from the case study. Obviously, you will need to refer to the case, but do this as succinctly as you can.
· Evidence of relevant reading beyond the lecture slides, with appropriate application of this reading, will be rewarded. Besides textbooks, you may want to explore relevant articles from Journal of Services Marketing,Journal of Service Research, or Service Industries Journal. Other journals will haverelevant articles, but, as implied by their titles, these three focus on services.
· Include a title page, contents, and references. There is no need for an abstract or executive summary. Please number your pages.
Marking Criteria
Please see the grid below:
Criteria
Grading
Analysis (35%)
Recommendations (35%)
Structure (20%)
Literacy, presentation, referencing (10%)
80-100 PASS
Exceptional
Insightful analysis with originality of thought. Identifies underlying issue(s). Excellent application of theory. Demonstrates excellent integration of relevant literature from outside the module reading list.
Highly appropriate, with originality of thought. Consistent with issues raised in the analysis. Exceptional clarity and detail. Supported wherever possible by theory / literature.
Exceptional organization and flow of material with excellent connections between ideas. Introduction is specific and signposts. Conclusion synthesises and may highlight implications of recommendations.
Exceptional standard of literacy and presentation. Near faultless referencing.
70-79 PASS
Excellent
Insightful analysis. Identifies underlying issue(s). Excellent application of theory. Demonstrates excellent integration of relevant literature from outside the module reading list.
Excellent and appropriate, with some originality of thought. Consist.
Rubric Detail A rubric lists grading criteria that instruct.docxrobert345678
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
https%3A%2F%2Fkeiseruniversity.blackboard.com%2Fwebapps%2Frubric%2FWEB-INF%2Fjsp%2Fcourse%2FrubricGradingPopup.jsp%3Fmode%3Dgrid%26isPopup%3Dtrue%26rubricCount%3D1%26prefix%3D_7714706_1%26course_id%3D_411476_1%26maxValue%3D100.0%26rubricId%3D_345993_1%26viewOnly%3Dtrue%26displayGrades%3Dfalse%26type%3Dgrading%26rubricAssoId%3D_605243_1
Name: Week 7 Video Presentation
Description: Up to 10% deduction may be implemented for not following APA style standards (e.g., references and in-text citations).
Grid ViewList View
Poor
Satisfactory
Good
Excellent
Introduction
Points:
Points Range:
0 (0.00%) - 10.35 (10.35%)
One of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis introduces the article topic, tells the reader what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
10.5 (10.50%) - 11.85 (11.85%)
Two of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis what to expect. Student describes significance of the problem, researcher's hypothesis, and rough background of literature.
Feedback:
Points:
Points Range:
12 (12.00%) - 13.35 (13.35%)
Three of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Points:
Points Range:
13.5 (13.50%) - 15 (15.00%)
All of the following components are included in the presentation: (1) Student introduces the article topic, tells the reader what to expect. (2) rough background of literature (3) Student describes significance of the problem, (4)researcher's question(s) and hypothesis
Feedback:
Methods.
Assignment Marking Criteria and FeedbackStrengths of this as.docxhoward4little59962
Assignment Marking Criteria and Feedback
Strengths of this assignment and how it might be improved:
Your introduction is not terribly relevant. You would do better to keep it simple and signpost the reader.
Your analysis begins with a generic description of the problems associated with intangibility. Remember that this assignment is about the application of theory rather than description. The remainder of your analysis highlights some of the issues in the case study. However, there is no application of theory. You could have used any one of a number of frameworks to frame your analysis and give it greater depth: Servuction model, Flower of Service, Gaps model, etc. Furthermore, I would like to see you explain the reasons for these problems. In this case study, the lack of service culture is a significant issue.
With regard to recommendations, it would again be better if you approach the task in a more systematic way rather than making random suggestions with no indication as to which problems these activities will resolve. For example, are testimonials a priority? Given that the service being offered is poor, there may not be many customers with anything positive to say. Wouldn’t it be better to fix underlying issues first? You recommend personal selling and communications but there is a lack of detail and no explanation as to what problems these activities would address. You recommend that the company needs to act on the feedback it receives (page 6), but you do not say how. Similarly, recommendations like personalised service might be relevant but you do not say what this means in practice.
Overall, there is a lack of application of theory to this response. You need to look back over the lecture slides and use appropriate models to frame your analysis and recommendations. While what you write is sound, it does not directly address the case study. There is insufficient detail.
Very limited reference list (because of the lack of theory in the response). Remember that references should be in alphabetical order.
assessment brief
Module Title:
Marketing Services
Submission Deadline:
Tuesday 12th July 2019
Assessment Component
Coursework (RESIT)
Assessment Weighting:
50 per cent of total module mark
Marking and feedback deadline (20 working days)
13th August 2019
Assessment Instructions
This is an individual case-based assignment that requires you to answer a question in relation to the case study below: ‘Best Car Hire’.
Question: Using services marketing theory, analyse and explain Best’s loss of customersand recommendhow it might improve the customer experience. (100 marks)
General Guidance
· The coursework requires you to select and apply theories, frameworks, and concepts from the first six study units of the module.
· It is your decision as to what theories/frameworks/concepts to use to inform your answer. There is no recommended minimum or maximum number, but generally, quality of application is more important than the quantity.
Name NURS_6512_Week_4_Assignment1_RubricList ViewExcellent .docxhallettfaustina
Name: NURS_6512_Week_4_Assignment1_Rubric
List View
Excellent
Good
Fair
Poor
Quality of Work Submitted: The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points:
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Understand and interpret the assignment's key concepts.
Points:
Points Range: 27 (27%) - 30 (30%)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
Feedback:
Points:
Points Range: 24 (24%) - 26 (26%)
Demonstrates a clear understanding of key concepts.
Feedback:
Points:
Points Range: 21 (21%) - 23 (23%)
Shows some degree of understanding of key concepts.
Feedback:
Points:
Points Range: 0 (0%) - 20 (20%)
Shows a lack of understanding of key concepts, deviates from topics.
Feedback:
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student's ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.
Points:
Points Range: 18 (18%) - 20 (20%)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to support point of view.
Feedback:
Points:
Points Range: 16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.
Feedback:
Points:
Points Range: 14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
Feedback:
Points:
Points Range: 0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
Feedback:
Written Expression and Formatting Paragraph/Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused--neither long and rambling nor short and lacking substance.
Points:
Points Range: 9 (9%) - 10 (10%)
Paragraphs/Sentences follow writing .
Similar to Rubric to follow outstanding performance excellent performance (20)
One of the most common used risk management tools is the Incident Re.docxAKHIL969626
One of the most common used risk management tools is the Incident Reporting.
More recently, incident Reporting system incorporated computer technology that will provide information like:
1. Major incident category.
2. Early identification of patterns and trends in the "how" and "why" of untoward events.
3. Code vulnerability inductors.
Discuss the potential benefits to use this technology. There is any Limitation for the system? Explain.
.
One of the first anthropologists to examine religion in Africa was E.docxAKHIL969626
One of the first anthropologists to examine religion in Africa was Edward Evans-Pritchard in the early 1900's. You will explore what he learned about the Azande by watching the first 23 minutes of "
Strange Beliefs: Sir Edward Evans-Pritchard
".
Instructions:
When you are done watching the video answer the following questions by referring to specific information from the video, NOT outside sources:
How do the Azande people featured in the film explain unfortunate events and what do they do about it?
According to your textbook, what is religion and how would Azande religious beliefs be classified?
Do you think Azande beliefs are any more or less rational than other religious beliefs like Judaism, Christianity, Islam, or Buddhism?
.
One of the most important concepts in clinical practice and group wo.docxAKHIL969626
One of the most important concepts in clinical practice and group work is confidentiality. All members of the group sign an informed consent form in order to address the rules and parameters of the group sessions. The rules regarding confidentiality are stated in one section of the form. Although every member must sign this agreement, ensuring that all information shared in the group remains confidential can be difficult. As the group leader, the clinical social worker is responsible for developing strategies so that all members feel safe to share.
For this Discussion, review the “Working With Groups: Latino Patients Living With HIV/AIDS” case study.
By Day 3
Post
strategies you might prefer to use to ensure confidentiality in a treatment group for individuals living with HIV/AIDS. Describe how informed consent addresses confidentiality in a group setting. How does confidentiality in a group differ from confidentiality in individual counseling? Also, discuss how you would address a breach of confidentiality in the group.
Required Readings
Plummer, S.-B., Makris, S., & Brocksen, S. M. (Eds.). (2014).
Social work case studies: Concentration year
. Baltimore, MD: Laureate International Universities Publishing [Vital Source e-reader].
“Working With Groups: Latino Patients Living With HIV/AIDS” (pp. 39–41)
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
Chapter 11, “Task Groups: Foundation Methods” (pp. 336-363)
Chapter 12, “Task Groups: Specialized Methods” (pp. 364–395)
Himalhoch, S., Medoff, D. R., & Oyeniyi, G. (2007). Efficacy of group psychotherapy to reduce depressive symptoms among HIV-infected individuals: A systematic review and meta-analysis.
AIDS Patient Care and STDs,
21
(10), 732–739
Lasky, G. B., & Riva, M. T. (2006). Confidentiality and privileged communication in group psychotherapy.
International Journal of Group Psychotherapy
,
56
(4), 455–476.
Toseland, R. W., & Rivas, R. F. (2017).
An introduction to group work practice
(8th ed.). Boston, MA: Pearson.
Chapter 1, “Introduction” (pp. 1–42)
Chapter 2, “Historical and Theoretical Developments” (pp. 45–66)
Working With Groups:
Latino
Patients Living
WithHIV/AIDS
The support group discussed here was created to address the unique needs of a vulnerable population receiving services at an outpatient interdisciplinary comprehensive care center. The center’s mission was to provide medical and psychosocial services to adult patients living with HIV/AIDS (PLWH). Both patients and providers at the center expressed a need for a group to address the needs of the center’s Latino population. At the time the group was created, 36% of the center’s population identified as Latino, and 25% of this cohort identified Spanish as their primary language. The purpose of the group was twofold: 1) to reduce the social isolation felt by Latino patients at the center and 2) to create a culturally sensitive environm.
One function of a leader is to provide the vision for the organizati.docxAKHIL969626
One function of a leader is to provide the vision for the organization that they lead. Being a role model and leading the way forward are important aspects of leadership.
If you were leading an Internet retailer or another organization that involves innovative technology and organizational flexibility, describe the process that you would use to create a vision for the organization.
How would you get the employees involved in the vision?
Describe how the process would differ between an Internet retailer and a brick and mortar retailer.
.
One could argue that old-fashioned attitudes regarding gender and t.docxAKHIL969626
One could argue that old-fashioned attitudes regarding gender and "traditional" gender roles are becoming obsolete. In many parts of the world women head major corporations and hold high positions of power—positions historically seen as being of the male domain. In turn, many men freely choose to be "stay-at-home-dads" or enter professions that were once considered to be "feminine." Naturally, our contemporary views of gender and gender roles illustrate the social progress we have made as one human culture.
Yet, prehistoric and ancient works of art tell a different story—one that reinforces old-fashioned gender roles (and maybe for good reason). Prehistoric and ancient representations of gender illustrate the social norms of their periods. Naturally, these works of art were produced by people whose lives and values were quite different from ours. Yet, the views of gender presented by these works of art are, despite our contemporary sensibilities, are still very recognizable.
Write an essay that analyzes the representation of gender and gender roles as seen in
Woman of Willendorf
(prehistoric: c. 25,000–20,000 B.C.E.) and
Kouros
/
Statue of Standing Youth
(ancient Greece: c. 580 B.C.E.).
.
One of the hallmarks of qualitative research is writing detailed obs.docxAKHIL969626
One of the hallmarks of qualitative research is writing detailed observations when collecting data. For this assignment, take a notebook with you to a public setting where social interaction takes place (restaurant, public library, public park, shopping mall, airport, etc.). Observe for an hour, then write up your notes into a descriptive vignette, looking for patterns in events and actions.
Observe as though you are a stranger in a new country, trying to make sense of the action around you. Describe how things look, smell, sound, feel, etc. Be as descriptive as possible. Write up your observations into a vignette with the intention of having readers feel as though they are in the environment you choose to observe. Do not be shy to talk to people and ask what they are doing for more information.
REMEMBER to concentrate on observing the
context
only (NO PERSONAL OPINIONS)! This paper should be no longer than 3 pages double-spaced. There is going to be follow-up with this assignment in Module 8.
Assignment Specifics:
· Student will write a 3 double-spaced reflective paper.
· Citations from any of the required reading/presentations from the assigned module
· APA format
.
One of the three main tenants of information security is availabilit.docxAKHIL969626
One of the three main tenants of information security is availability. It is also one of the least thought about. Explain the importance of availability? Do you believe it should be more important than the other two tenants (confidentiality/integrity)? Why is it important to know the value of your data when it comes to availability?
Requirements:
Initial posting by Wednesday
Reply to at least 2 other classmates by Sunday (Post a response on different days throughout the week)
Provide a minimum of 3 references on the initial post and on any response posts.
Proper APA Format (References & Citations)/No plagiarism
.
One of the challenges in group problem solving is identifying the ac.docxAKHIL969626
One of the challenges in group problem solving is identifying the actual problem. Often as a group, we try to fix the symptoms of the problem instead of the actual problem. Review the attached scenario. Identify the problem, write a problem statement, and explain why you believe the problem you identified is not a symptom but the actual root cause.
*Post must be 200 to 250 words
*Answer must be clear, concise and straight forward
* PE is attached
.
One is the personal plot that unfolds around the relationships betwe.docxAKHIL969626
One is the personal plot that unfolds around the relationships between the characters—O thello, Iago, Desdemona, Cassio, Rodrigo, and Emelia. The other plot is the more public one in which Venice is at war with the Turks. How do these plots intersect, and do they overlap in terms of some of the main themes of the play? For instance, don’t overlook the line in Act I, iii, regarding where the Turks are headed in their ships—“or this cannot be, by no assay of reason: 'tis a pageant,to keep us in false gaze.”
.
One and half pagesimple, noplagarism Title page, abstr.docxAKHIL969626
One and half page
simple, noplagarism
Title page, abstract, table of contents, list of figures, list of tables are all
not required
in the discussion forums. All other aspects of
APA (citations, list of references, correct spacing & formatting, etc.)
are
required to receive full credit
You must
engage
(not just agree, disagree, or repost you own posting) at least two of your classmates in the discussions each week to receive full credit
Each question should be researched and supported with some peer reviewed sources other than or in addition to your textbook
Discussion posts are assessed on a rubric with equal weight given to 5 assessable items: Comprehension, Timeliness, Engagement, Critical Thinking, and APA/Mechanics
Digital Forensics
There are three primary goals with digital forensics:
Collect electronically stored information in a sound, defensible manner,
Analyze the results of the collections, and
Present the findings either in formal legal proceedings or less formally to inform a client.
Electronic evidence can be short-lived and fragile. It needs to be collected in a defensible, methodological manner to preserve it accurately, and to withstand scrutiny in legal proceedings. (chain of custody)
Electronic evidence can be highly probative, both as it appears to users, and behind the scenes. There is a lot of information that a computer user never sees (e.g. metadata, logs, registry entries). This behind-the-scenes evidence may provide a wealth of information about who did what when and where. Forensic analysts are trained to preserve, collect and interpret this kind of evidence.
Some digital files can be recovered, even if a user has tried to delete them.
Locate a famous case where digital forensics played a role, and share it with the class. Discuss how digital forensics was critical in cracking the case. Examples are listed below, but
you can’t use them – find your own.
Famous cases cracked with digital forensics
Be it a text message, Google searches or GPS information, a person’s digital footprint can provide plenty of ammunition in the courtroom. Here are a few cases where digital forensics played a critical role in bringing about justice
.
1. The BTK Killer, Dennis Rader
Perhaps the most famous case to be solved through digital forensics is that of
the BTK Killer Dennis Rader
, with “BTK” referring to his MO of “bind, torture and kill.” Rader enjoyed taunting police during his killing sprees in Wichita, KS. But this also proved to be his fatal flaw. A floppy disk Rader sent to police revealed his true identity. He was soon arrested, pled guilty and was put behind bars for life, much to the relief of his long-terrorized community.
2. Dr. Conrad Murray’s lethal prescriptions
Another recent case solved with digital forensics was that of
Dr. Conrad Murray, personal physician of Michael Jackson
. Digital forensics played a crucial role in the trial. After Jackson passed away unexpectedly in 20.
One 750 - word essay exploring an art historical issue presented in .docxAKHIL969626
One 750 - word essay exploring an art historical issue presented in the class.(following file)
The file is 6 pages long. write a reaction and add some of the own thinking.
The file preview
The Combahee River Collective Statement
Combahee River Collective
We are a collective of Black feminists who have been meeting ...........
.
One of the most interesting items in the communication realm of orga.docxAKHIL969626
One of the most interesting items in the communication realm of organization management is the informal grapevine. The informal grapevine has the capacity to undermine the official communication function of a criminal justice organization.
Discuss what a grapevine is and the best methods to counteract it.
.
One of the most important filmmakers of the twentieth centur.docxAKHIL969626
One of the most important filmmakers of the twentieth century to release such popular films such as Ferris Bueller’s Day Off, and The Breakfast Club was someone by the name of John Hughes. Born February 18 in 1950, he sadly died 11 years ago due to a heart attack. Brought up in Michigan, John Hughes started off by creating jokes for already famous comedians. He then began to capture the interest of adolescents in the 1980’s with his work. Movies such as The Breakfast Club;Sixteen Candles;Ferris Bueller's Day Off;Plane, Trains, and Automobiles; and Home Alone gained a huge amount of popularity over time. These movies usually ended in a good way but not without a struggle along the way.
One of John Hughes most popular film’s, titled The Breakfast club takes place in a school library setting as the main 5 students are tasked with learning and understanding each other. Understanding their dislikes for teachers, parents, as well as going through the peer pressure of their respective social groups. This film highly resembles Hughes' work as it reaches toward the best of society with all different types of popular culture which explains why the movie takes place in a library, with the students surrounded by art, books, and statues.
Hughes was very well known as being the king of highschool movies. All of his work dealt with teenagers and the issues they dealt with. Ferris Bueller
Ferris Buellers was one of Hughes' first comedies, and it is the most original movie about high school that has ever been made. There wasn't a movie like it before it was made, and since many attempts have been made to recapture what Ferris Buellers brought to the table. Unfortunately, that is impossible. A big part of Ferris Bueller's magic was the originality of Hughes' vision. He looked at teenagers and high school life from a completely new perspective. Hughes created a world where everything worked out for the hero, and everyone can identify with that.
.
One of the ways businesses provide secure access to their networ.docxAKHIL969626
One of the ways businesses provide secure access to their network (or a subset of their network) to remote (or mobile) users is to use virtual private networks (VPNs). VPNs allow users to connect securely (over an encrypted link) to a network. For this discussion:
Define the term virtual private network
Discuss the goal(s) of a VPN
Describe different types of VPNs (hardware or software based)
Discuss how the use of a VPN may support BYOD (bring your own device)
List several commonly available (open source) VPNs
Describe best practices for using a VPN
300 Words NO Plagiarism
.
On Stretching Time (250 Words)The given paradigms by which we.docxAKHIL969626
On Stretching Time (250 Words)
“The given paradigms by which we are to understand and use academic freedom isolate utterances and individuals to insist that the contexts that matter are professional and institutional. But if we stretch time, the potent context of modern nationalism/settler colonialism becomes strongly palpable.”
Kandice Chuh argues that it is imperative for us to “stretch time”: to be able to place utterances and individuals in the academic context in the broader context of modern nationalism and settler colonialism. What is something someone can only understand about you by bringing in a larger context? Write that, and also the larger context needed to understand.
.
On the evening news, social media and even in conversation, do you f.docxAKHIL969626
On the evening news, social media and even in conversation, do you feel that noting where data and other vital information being shared came from could alleviate confusion, frustration and "gossip"? If so, where should we draw the line? Do you trust what others discuss with you? Or do you "fact check"?
.
On p. 98-99 of Music and Capitalism, Tim Taylor writes, The.docxAKHIL969626
On p. 98-99 of
Music and Capitalism,
Tim Taylor writes, “These and other Western star musicians employ other common discourses about the musicians with whom they worked and the musics they appropriated or collaborated with. The dominant ideology and discourse are that non-Western musics are a kind of natural resource that is available for the taking, though these acts of appropriation are frequently tempered by the Western star’s appearance alongside the non-Western musicians in publicity photographs, on recordings, and in liner notes.”
Review your notes from class about important words, or look these up as necessary: discourse, appropriation, collaboration, ideology
Then, write a response that does the following:
Explain: what does this quotation mean in your own words?
How does the
Graceland
example fit in with what Tim Taylor is talking about here
?
Think of another time that musicians with different power positions are part of a musical performance or recording (you can use one in the chapter, like
Buena Vista Social Club, Deep Forest,
“The Lion Sleeps Tonight,” “Return to Innocence,” “El Condor Pasa,” or
Talking Timbuktu
, or one not in the reading that interests you). Describe the relationship between the musicians, and argue whether you think the album/performance is appropriation, collaboration, sampling, or something else. If the artists have different positionalities in terms of race, gender, and/or country of origin, comment on the effect this has. Give your opinion on ethical questions raised in this particular situation.
Your response should be about 3-5 paragraphs (minimum 12 sentences) in length. For part c, you will need to reference and cite an additional source (i.e. web site, album, academic source, news article, etc.)
.
On 1 January 2016, the 17 Sustainable Development Goals (SDGs) o.docxAKHIL969626
On 1 January 2016, the 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development — adopted by world leaders in September 2015 at an historic UN Summit — officially came into force. These goals address every topic of concern we have discussed this semester. Over the coming decade, it's the hope of UN member nations (which includes the U.S.) that the SDGs will universally be applied to all, countries will mobilize efforts to end all forms of poverty, fight inequalities and tackle climate change, while ensuring that no one is left behind.
With the SDGs as your reference, answer these questions:
Are any of the 17goals from the UN website particularly unrealistic—describe, in detail, why you think so (or not).
Which of the 17 goals do you believe is the highest priority for the world and why? Cite specific examples from class content, discussions and assessments.
.
On September 11, 2001 the U.S. changed forever. While the U.S. had s.docxAKHIL969626
On September 11, 2001 the U.S. changed forever. While the U.S. had suffered attacks before, nothing to this scale and magnitude. The attacks were aimed at highly populated areas (NYC) and homes for the government and armed forces (Washington, D.C. and the Pentagon). The World Trade Centers were an ideal target for their height and location. For your own post, consider vulnerable populations. What constitutes vulnerability in populations living in disaster prone areas? Consider NYC, these attacks were neither the first nor the last attacks NYC has suffered. Why is NYC such a hub for terrorist attacks? Try considering other areas, other than NYC, and provide an example from a recent disaster. Unfortunately, there are many. You can discuss man-made disasters or natural disasters.
250 Words
.
On January 28, 1986, the Space Shuttle Challenger was destroyed upo.docxAKHIL969626
On January 28, 1986, the Space Shuttle Challenger was destroyed upon launch from Cape Canaveral, Florida killing all seven astronauts on board. Conduct a literature and an Internet search on the topics of the Challenger disaster and groupthink. Then, discuss how groupthink might have created decision-making problems for NASA and its booster contractor. Cite at least two sources in your answer.
250 words and list references
.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Rubric to follow outstanding performance excellent performance
1. RUBRIC TO FOLLOW
Outstanding Performance Excellent Performance Competent
Performance Proficient Performance Room for Improvement
Main Posting: Response to the discusion question is reflecive
with critical analysis and synthesis representive of knowledg
gained from the course readings for the module and current
credible sources.
44 (44%) - 44 (44%) Outstanding Performance
• Thoroughly responds to the discusion question(s)
• Is reflecive with critical analysis and synthesis representive of
knowledg gained from the course readings for the module and
current credible sources.
• Supported by at least 3 current, credible sources
40 (40%) - 43 (43%) Excellent Performance
• Responds to the discusion question(s)
• Is reflecive with critical analysis and synthesis representive of
knowledg gained from the course readings for the module.
• 75% of post has exceptional depth and breadth
• Supported by at least 3 credible references
35 (35%) - 39 (39%) Competent Performance
• Responds to most of the discusion question(s)
• Is somewhat reflecive with critical analysis and synthesis
representive of knowledg gained from the course readings for
the module.
• 50% of post has exceptional depth and breadth
2. • Supported by at least 3 credible references
31 (31%) - 34 (34%) Proficient Performance
• Responds to some of the discusion question(s)
• One to two criteria are not addressed or are superficially
addresed
• Is somewhat lacking reflection and critical analysis and
synthesis
• Somewhat represents knowledge gained from the course
readings for the module.
• Post is cited with fewer than 2 credible references
0 (0%) - 30 (30%) Room for Improvement
• Does not respond to the discusion question(s)
• Lacks depth or superficially addresses criteria
•lacks reflection and critical analysis and synthesis
• Does not represent knowledge gained from the course readings
for the module.
• Contains only 1 or no credible references
Main Posting: Writing
6 (6%) - 6 (6%) Outstanding Performance
• Written clearly and concisely
• Contains no grammatical or spelling errors
• Fully adheres to current APA manual writing rules and style
5.5 (5.5%) - 5.5 (5.5%) Excellent Performance
• Written clearly and concisely
• May contain one or no grammatical or spelling error
3. • Adheres to current APA manual writing rules and style
5 (5%) - 5 (5%) Competent Performance
• Written concisely
• May contain one to two grammatical or spelling error
• Adheres to current APA manual writing rules and style
4.5 (4.5%) - 4.5 (4.5%) Proficient Performance
•Writtten somewhat concisely
• May contain more than two2 spelling or grammatical errors
• Contains some APA formatting erros
0 (0%) - 4 (4%) Room for Improvement
• Not written clearly or concisely
• Contains more than two spelling or grammatical errors
• Does not adhere to current APA manual writing rules and style
Main Posting: Timely and full participation
10 (10%) - 10 (10%)
• Meets requirements for timely and full participation
• Posts main discussion by due date
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
0 (0%) - 0 (0%)
0 (0%) - 6 (6%)
• Does not meet requirement for full participation
RUBRI
C TO FO
LLOW
4. Outstanding Performance
Excellent Performance
Competent Performance
Proficient
Performance
Room for Improvement
Main Pos
ting: Response to the discusion question is reflecive with
critical analysis and synthesis
representive of knowledg gained from the course readings for
the module and current credible sources.
44 (44%)
-
44 (44%)
Outstanding Performance
• Thoroughly responds to the discusion que
stion(s)
• Is reflecive with critical analysis and synthesis representive of
knowledg gained from the course
readings for the module and current credible sources.
• Supported by at least 3 current, credible sources
5. 40 (40%)
-
43 (43%)
Excellent Performance
• Responds to the d
iscusion question(s)
• Is reflecive with critical analysis and synthesis representive of
knowledg gained from the course
readings for the module.
• 75% of post has exceptional depth and breadth
• Supported by at least 3 credible references
35 (35%)
-
39 (39%)
Competent Performance
• Responds to m
ost of the discusion question(s)
• Is somewhat reflecive with critical analysis and synthesis
representive of knowledg gained from the
course readings for the module.
6. • 50% of post has exceptional depth and breadth
RUBRIC TO FOLLOW
Outstanding Performance Excellent Performance Competent
Performance Proficient
Performance Room for Improvement
Main Posting: Response to the discusion question is reflecive
with critical analysis and synthesis
representive of knowledg gained from the course readings for
the module and current credible sources.
44 (44%) - 44 (44%) Outstanding Performance
• Thoroughly responds to the discusion question(s)
• Is reflecive with critical analysis and synthesis representive of
knowledg gained from the course
readings for the module and current credible sources.
• Supported by at least 3 current, credible sources
40 (40%) - 43 (43%) Excellent Performance
• Responds to the discusion question(s)
• Is reflecive with critical analysis and synthesis representive of
knowledg gained from the course
readings for the module.
• 75% of post has exceptional depth and breadth
• Supported by at least 3 credible references
35 (35%) - 39 (39%) Competent Performance
• Responds to most of the discusion question(s)
• Is somewhat reflecive with critical analysis and synthesis
representive of knowledg gained from the
7. course readings for the module.
• 50% of post has exceptional depth and breadth
Question: Post a description of a group therapy session with
older adults, including the stage of the group, any resistances or
issues that were present, and therapeutic techniques used by the
facilitator. Explain any challenges that may occur when working
with this group. Support your recommendations with evidence-
based literature.
LEARNING RESOURCES
Required Readings
https://ezp.waldenulibrary.org/login?url=https://search.ebscohos
t.com/login.aspx?direct=true&db=nlebk&AN=1021972&site=ed
s-live&scope=site
https://class.content.laureate.net/a43aa6517589a8ba7fdd457ce6
38f051.pdf
https://ezp.waldenulibrary.org/login?url=https://search.ebscohos
t.com/login.aspx?direct=true&db=edswsc&AN=0002664899000
13&site=eds-live&scope=site
https://class.content.laureate.net/5b455bb96d9ca31f283c4bf444f
7b090.pdf
https://class.content.laureate.net/ab8d1c07b8276e36c03881a1e6
92b478.pdf
https://ezp.waldenulibrary.org/login?url=https://search.ebscohos
t.com/login.aspx?direct=true&db=edswss&AN=0003514006000
06&site=eds-live&scope=site
https://ezp.waldenulibrary.org/login?url=https://search.ebscohos
10. https://ebookcentral.proquest.com/lib/waldenu/detail.action?doc
ID=1581170
Question: Post a description of a group therapy session with
older adults, including the stage of the
group, any resistances or issues that were present, and
therapeutic techniques used by the facilitator.
Explain any challenges that may occur when working with this
group. Support your recommendations
with evidence-based literature.
LEARNING RESOURCES
Required Readings
https://ezp.waldenulibrary.org/login?url=https://search.ebscohos
t.com/login.aspx?direct=true&db=nle
bk&AN=1021972&site=eds-live&scope=site
https://class.content.laureate.net/a43aa6517589a8ba7fdd457ce6
38f051.pdf
https://ezp.waldenulibrary.org/login?url=https://search.ebscohos
t.com/login.aspx?direct=true&db=eds
wsc&AN=000266489900013&site=eds-live&scope=site
https://class.content.laureate.net/5b455bb96d9ca31f283c4bf444f
7b090.pdf
https://class.content.laureate.net/ab8d1c07b8276e36c03881a1e6
92b478.pdf
https://ezp.waldenulibrary.org/login?url=https://search.ebscohos
t.com/login.aspx?direct=true&db=eds
wss&AN=000351400600006&site=eds-live&scope=site