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  • [Solved] Community Health Promotion

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    Please attached **files (1)** – ## Assign3Intruction.docx **## Assign3Intruction.docx** Community: Liberia For this assessment, you will use the community from your windshield (Liberia)survey OR you may select a community from the [Assessment 3 Supplement: Disaster Recovery Plan [PDF]](https://cou…

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    Assignment Prompt & Instructions

    Please attached

    **files (1)**

    – ## Assign3Intruction.docx

    **## Assign3Intruction.docx**

    Community: Liberia

    For this assessment, you will use the community from your windshield (Liberia)survey OR you may select a community from the
    [Assessment 3 Supplement: Disaster Recovery Plan [PDF]](https://courseroom.capella.edu/courses/59501/files/11078149/download). You will then develop a brochure, storyboard, or poster communicating the plan for the local system city officials, and the disaster relief team.

    **Instruction:**

    Use the following steps to gather the information you need to create your disaster recovery plan. Then follow the grading criteria as the guide for what to include and how to structure your brochure, storyboard, or poster.

    1. Develop a disaster recovery plan for the community that will lessen health disparities and improve access to services after a disaster. Refer back to the community chosen for your health promotion plan.

    · Assess community needs.

    · Consider resources, personnel, budget, and community makeup.

    · Identify the people accountable for implementation of the plan and describe their roles.

    · Focus on specific Healthy People 2030 objectives.

    · Include a timeline for the recovery effort.

    2. Focus on the following areas in your crisis communication plan:

    ·
    **Information gathering.**

    · This is critical not only to promote situational awareness but also to receive feedback on messages and how they are received and interpreted. Media monitoring and analysis, including social media, is a central function because the media remains a source of timely information during any crisis. Close coordination with other response agencies and partners, and their public information officers (PIOs), to gather the most current information is also critical.

    · Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.

    ·
    **Information dissemination.**

    · This includes using a variety of channels to reach multiple audiences. These activities include general media relations, working with designated spokespersons, organizing news conferences, and providing briefings and updates. Inquiries and questions from the general public must also be addressed and should be documented through contact logs. In addition, officials and other key leaders must be briefed. These information dissemination activities should extend to web support and social media.

    ·
    **Operation support.**

    · This involves a variety of communication activities, including addressing special needs and multilingual audiences through translation and other services. Facilities’ support activities involve ensuring sufficient communications capacity to support operations.

    ·
    **Liaisons.**

    · They can provide two-way communication and coordination with key stakeholders and partners. Close coordination is necessary to achieve an effective response and create consistent messages.

    · Provide support for your position.

    · Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.

    3. Develop a brochure, storyboard, or poster of your disaster recovery plan. You can use one of the free templates available on the
    [Brochure Design Templates](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=3652292980006731) web page, storyboard, or poster templates.

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

    · Describe determinants of health and cultural, social, and economic barriers that impact community safety, health, and disaster recovery efforts.

    · Consider the interrelationships among these factors.

    · Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.

    · Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates in the community.

    · Explain how health and governmental policy impacts disaster recovery efforts in a community.

    · Consider the implications of legislation for community members such as the Americans With Disabilities Act (ADA), Robert T. Stafford Disaster Relief and Emergency Assistance Act, and 2018 Disaster Recovery Reform Act (DRRA).

    · Consider trace-mapping the community progress during the recovery phase. (You can consult the resources in the
    [Contact Tracing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012062620006731) reading list for more information about contact trace-mapping.)

    · Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts in a community using the CERC framework.

    · Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates in the community.

    · Identify evidence that supports your strategies.

    · Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    · Make sure your choice of a brochure, storyboard, or poster is easy to read and error-free.

    · Develop your assessment with a specific purpose and audience in mind.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    **Supporting Evidence**

    · Cite at least two articles from peer-reviewed journals or professional industry publications within the 5 past years to support your plan.

    · Include data from the CDC, United States Census Bureau, and other government agencies.

    Before submitting your assessment, proofread your brochure, storyboard, or poster to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

    **Note**: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations

    Scoring

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze health risks and healthcare needs among distinct populations.

    · Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Explain how health and governmental policy impact disaster recovery efforts in a community using the CERC framework.

    · Competency 4: Integrate principles of social justice in community health interventions.

    · Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    **## Assign3Intruction.docx**

    Community: Liberia

    For this assessment, you will use the community from your windshield (Liberia)survey OR you may select a community from the
    [Assessment 3 Supplement: Disaster Recovery Plan [PDF]](https://courseroom.capella.edu/courses/59501/files/11078149/download). You will then develop a brochure, storyboard, or poster communicating the plan for the local system city officials, and the disaster relief team.

    **Instruction:**

    Use the following steps to gather the information you need to create your disaster recovery plan. Then follow the grading criteria as the guide for what to include and how to structure your brochure, storyboard, or poster.

    1. Develop a disaster recovery plan for the community that will lessen health disparities and improve access to services after a disaster. Refer back to the community chosen for your health promotion plan.

    · Assess community needs.

    · Consider resources, personnel, budget, and community makeup.

    · Identify the people accountable for implementation of the plan and describe their roles.

    · Focus on specific Healthy People 2030 objectives.

    · Include a timeline for the recovery effort.

    2. Focus on the following areas in your crisis communication plan:

    ·
    **Information gathering.**

    · This is critical not only to promote situational awareness but also to receive feedback on messages and how they are received and interpreted. Media monitoring and analysis, including social media, is a central function because the media remains a source of timely information during any crisis. Close coordination with other response agencies and partners, and their public information officers (PIOs), to gather the most current information is also critical.

    · Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.

    ·
    **Information dissemination.**

    · This includes using a variety of channels to reach multiple audiences. These activities include general media relations, working with designated spokespersons, organizing news conferences, and providing briefings and updates. Inquiries and questions from the general public must also be addressed and should be documented through contact logs. In addition, officials and other key leaders must be briefed. These information dissemination activities should extend to web support and social media.

    ·
    **Operation support.**

    · This involves a variety of communication activities, including addressing special needs and multilingual audiences through translation and other services. Facilities’ support activities involve ensuring sufficient communications capacity to support operations.

    ·
    **Liaisons.**

    · They can provide two-way communication and coordination with key stakeholders and partners. Close coordination is necessary to achieve an effective response and create consistent messages.

    · Provide support for your position.

    · Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.

    3. Develop a brochure, storyboard, or poster of your disaster recovery plan. You can use one of the free templates available on the
    [Brochure Design Templates](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=3652292980006731) web page, storyboard, or poster templates.

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

    · Describe determinants of health and cultural, social, and economic barriers that impact community safety, health, and disaster recovery efforts.

    · Consider the interrelationships among these factors.

    · Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.

    · Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates in the community.

    · Explain how health and governmental policy impacts disaster recovery efforts in a community.

    · Consider the implications of legislation for community members such as the Americans With Disabilities Act (ADA), Robert T. Stafford Disaster Relief and Emergency Assistance Act, and 2018 Disaster Recovery Reform Act (DRRA).

    · Consider trace-mapping the community progress during the recovery phase. (You can consult the resources in the
    [Contact Tracing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012062620006731) reading list for more information about contact trace-mapping.)

    · Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts in a community using the CERC framework.

    · Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates in the community.

    · Identify evidence that supports your strategies.

    · Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    · Make sure your choice of a brochure, storyboard, or poster is easy to read and error-free.

    · Develop your assessment with a specific purpose and audience in mind.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    **Supporting Evidence**

    · Cite at least two articles from peer-reviewed journals or professional industry publications within the 5 past years to support your plan.

    · Include data from the CDC, United States Census Bureau, and other government agencies.

    Before submitting your assessment, proofread your brochure, storyboard, or poster to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

    **Note**: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations

    Scoring

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze health risks and healthcare needs among distinct populations.

    · Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Explain how health and governmental policy impact disaster recovery efforts in a community using the CERC framework.

    · Competency 4: Integrate principles of social justice in community health interventions.

    · Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

  • [Solved] topic 6 dq 1

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    apa style 300 words https://www.counseling.org/resources/ethics **files (2)** – ## Topic6DQ1Instructions.docx – print-1770730570388.pdf **## Topic6DQ1Instructions.docx** **Topic 6: Ethical Issues In Family And Group Work** Objectives: 1. Describe the methods used to ensure family and group members …

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    Assignment Prompt & Instructions

    apa style

    300 words

    https://www.counseling.org/resources/ethics

    **files (2)**

    – ## Topic6DQ1Instructions.docx

    – print-1770730570388.pdf

    **## Topic6DQ1Instructions.docx**

    **Topic 6: Ethical Issues In Family And Group Work**

    Objectives:

    1. Describe the methods used to ensure family and group members understanding of confidentiality as well as how breaches of confidentiality will be managed.

    2. Describe the specific ethical issues inherent in group counseling and identify ways that they can be managed by a professional counselor.

    3. Describe the strategies for interfacing with the legal system regarding court-referred clients. [CACREP 5.C.3.c]

    4. Synthesize ethical responsibilities regarding technology’s impact on the counseling profession in a clinical counseling scenario. [CACREP 2.F.1.j]

    5. Assess personal values and gender/cultural issues that may create ethical dilemmas in couples/family counseling.

    6. Present ethical ways that a counselor can manage limited resources, respond to discrimination, advocate for mental health clients and the counseling profession, and promote community change.

    **Topic 6 DQ 1 (Obj. 6.3)**

    Assessment Description

    You are a counselor working at a publicly funded alcohol and drug treatment program. Your client, Doug, attends one of your counseling groups. He has a previous conviction and is on probation for possession of an illegal substance. He also entered treatment as a court-referred client. Doug's probation officer is aware that Doug is in treatment, and the officer has sent you a letter requesting that you provide a progress report and an assessment of Doug's likelihood of relapse. The probation officer will use this information, if favorable, to petition the court for Doug's early release from probation.

    Discuss your options and strategies for responding to the probation officer's request and describe what you would do. Cite relevant legal issues, including federal confidentiality and privacy regulations in your discussion. Identify the specific circumstances when you would provide the information requested by the probation officer. How would you handle this differently if Doug were voluntarily attending the group?

    In your response, you must include the specific code(s) from the ACA Code of Ethics or the ASCA Ethical Standards for School Counselors that address the concerns raised in the case. Be sure to provide the full text of the code followed by an in-text citation and a full reference at the end of your response.

    To strengthen your response, you may also include citations and references from the Corey text or other assigned readings relevant to the topic.

    _This discussion question is informed by the following CACREP Standard:_

    _5.C.3.c. Strategies for interfacing with the legal system regarding court-referred clients._

    **print-1770730570388.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/print-1770730570388-pdf-10505321)

    **print-1770730570388.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/print-1770730570388-pdf-10505321)

    **## Topic6DQ1Instructions.docx**

    **Topic 6: Ethical Issues In Family And Group Work**

    Objectives:

    1. Describe the methods used to ensure family and group members understanding of confidentiality as well as how breaches of confidentiality will be managed.

    2. Describe the specific ethical issues inherent in group counseling and identify ways that they can be managed by a professional counselor.

    3. Describe the strategies for interfacing with the legal system regarding court-referred clients. [CACREP 5.C.3.c]

    4. Synthesize ethical responsibilities regarding technology’s impact on the counseling profession in a clinical counseling scenario. [CACREP 2.F.1.j]

    5. Assess personal values and gender/cultural issues that may create ethical dilemmas in couples/family counseling.

    6. Present ethical ways that a counselor can manage limited resources, respond to discrimination, advocate for mental health clients and the counseling profession, and promote community change.

    **Topic 6 DQ 1 (Obj. 6.3)**

    Assessment Description

    You are a counselor working at a publicly funded alcohol and drug treatment program. Your client, Doug, attends one of your counseling groups. He has a previous conviction and is on probation for possession of an illegal substance. He also entered treatment as a court-referred client. Doug's probation officer is aware that Doug is in treatment, and the officer has sent you a letter requesting that you provide a progress report and an assessment of Doug's likelihood of relapse. The probation officer will use this information, if favorable, to petition the court for Doug's early release from probation.

    Discuss your options and strategies for responding to the probation officer's request and describe what you would do. Cite relevant legal issues, including federal confidentiality and privacy regulations in your discussion. Identify the specific circumstances when you would provide the information requested by the probation officer. How would you handle this differently if Doug were voluntarily attending the group?

    In your response, you must include the specific code(s) from the ACA Code of Ethics or the ASCA Ethical Standards for School Counselors that address the concerns raised in the case. Be sure to provide the full text of the code followed by an in-text citation and a full reference at the end of your response.

    To strengthen your response, you may also include citations and references from the Corey text or other assigned readings relevant to the topic.

    _This discussion question is informed by the following CACREP Standard:_

    _5.C.3.c. Strategies for interfacing with the legal system regarding court-referred clients._

    **print-1770730570388.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/print-1770730570388-pdf-10505321)

    **## Topic6DQ1Instructions.docx**

    **Topic 6: Ethical Issues In Family And Group Work**

    Objectives:

    1. Describe the methods used to ensure family and group members understanding of confidentiality as well as how breaches of confidentiality will be managed.

    2. Describe the specific ethical issues inherent in group counseling and identify ways that they can be managed by a professional counselor.

    3. Describe the strategies for interfacing with the legal system regarding court-referred clients. [CACREP 5.C.3.c]

    4. Synthesize ethical responsibilities regarding technology’s impact on the counseling profession in a clinical counseling scenario. [CACREP 2.F.1.j]

    5. Assess personal values and gender/cultural issues that may create ethical dilemmas in couples/family counseling.

    6. Present ethical ways that a counselor can manage limited resources, respond to discrimination, advocate for mental health clients and the counseling profession, and promote community change.

    **Topic 6 DQ 1 (Obj. 6.3)**

    Assessment Description

    You are a counselor working at a publicly funded alcohol and drug treatment program. Your client, Doug, attends one of your counseling groups. He has a previous conviction and is on probation for possession of an illegal substance. He also entered treatment as a court-referred client. Doug's probation officer is aware that Doug is in treatment, and the officer has sent you a letter requesting that you provide a progress report and an assessment of Doug's likelihood of relapse. The probation officer will use this information, if favorable, to petition the court for Doug's early release from probation.

    Discuss your options and strategies for responding to the probation officer's request and describe what you would do. Cite relevant legal issues, including federal confidentiality and privacy regulations in your discussion. Identify the specific circumstances when you would provide the information requested by the probation officer. How would you handle this differently if Doug were voluntarily attending the group?

    In your response, you must include the specific code(s) from the ACA Code of Ethics or the ASCA Ethical Standards for School Counselors that address the concerns raised in the case. Be sure to provide the full text of the code followed by an in-text citation and a full reference at the end of your response.

    To strengthen your response, you may also include citations and references from the Corey text or other assigned readings relevant to the topic.

    _This discussion question is informed by the following CACREP Standard:_

    _5.C.3.c. Strategies for interfacing with the legal system regarding court-referred clients._

    **print-1770730570388.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/print-1770730570388-pdf-10505321)

  • [Solved] topic 6 dq2

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    In-depth study guidance and analytical solution covering topic 6 dq2.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Questions

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    – [\ \ IMG_0278.jpeg](https://www.sweetstudy.com/files/img-0278-jpeg-10505345 "IMG_0278.jpeg")

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    Assignment Prompt & Instructions

    – [\
    \
    IMG_0278.jpeg](https://www.sweetstudy.com/files/img-0278-jpeg-10505345 "IMG_0278.jpeg")

  • [Solved] dee

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    You should post your answers to the individual discussion questions to this forum by 11:59 p.m. on Friday, February 27th. Then, you will need to offer some input with respect to what other students have written. **Individual Discussion Board Questions:** 1.) What is the “Hawthorne effect,” and how m…

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    Assignment Prompt & Instructions

    You  should post your answers to the individual discussion questions to this  forum by 11:59 p.m. on Friday, February 27th. Then, you will need to  offer some input with respect to what other students have written.

    **Individual Discussion Board Questions:**

    1.) What is the “Hawthorne effect,” and how might it impact an  experimental design? What are some ways that researchers might control  for this effect?

    2.) What are the eight sources of internal invalidity? How might they  affect the results of a study? With respect to your study, which  sources, do you think, would be most problematic? Why? What actions will  you take to address these issues?

    3.) Why is generalizability a major issue when it comes to  experimental designs? Is there anything that researchers can do to  improve an experiment’s generalizability? If so, what? If not, why not?

    4.) Hansen and Tummers (2020) examine the notion of field experiments  as they apply to public administration. What are some of the  considerations that researchers must take into account when designing  public-sector field experiments? Discuss. Does our second article of the  week, by Menger and Stein (2018), take these considerations into  account? Is there anything that Menger and Stein could have done to  improve their field experiment?

  • [Solved] lisa

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    You may have heard of _The Diary of Anne Frank_ , a personal journal that brought to countless readers a young Jewish girl’s experience in hiding during the Holocaust. Those who read Anne Frank’s account learn the reality of genocide in a manner that brings to life the historical event. During the C…

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    Assignment Prompt & Instructions

    You may have heard of _The Diary of Anne Frank_ , a  personal journal that brought to countless readers a young Jewish girl’s  experience in hiding during the Holocaust. Those who read Anne Frank’s  account learn the reality of genocide in a manner that brings to life  the historical event.

    During the COVID-19 pandemic, several organizations promoted  journaling to encourage documentation of the experience of everyday life  during a major historical event. Perhaps you or someone you know has  kept a journal at some point. In this course, you will use an online  journal to capture your ideas about social movements and history.

    – Select an individual you learned about in this week’s  resources someone who served as a leader in the civil rights movement.  Explain why you believe they were an effective or ineffective leader.
    – Describe one specific issue from within the civil rights movement  (e.g., equal pay, access to transportation, access to education).
    – Within the specific issue that you have chosen, describe what role violence played. Explain whether the violence was justified.
    – Describe an example of a change that occurred with your chosen issue as a result of the civil rights movement.

    Include at least three relevant quotes from this week’s resources  that support your ideas. Place the quote inside quotation marks [“].  After the quote, include the chapter and page number where you found the  quote within parentheses.

    – [\
    \
    Screenshot2.png](https://www.sweetstudy.com/files/screenshot2-png-10505371 "Screenshot2.png")

  • [Solved] edwards

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    ## Recommendations For Prevention/Diversion Programs For Juveniles Any use of AI will result in automatic 0 You will include in your assessment the assumptions you think are related to these programs, if these assumptions are justified, and your rationale as to why the public doesn't support diversi…

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    Assignment Prompt & Instructions

    ## Recommendations For Prevention/Diversion Programs For Juveniles

    Any use of AI will result in automatic 0

    You  will include in your assessment the assumptions you think are related  to these programs, if these assumptions are justified, and your  rationale as to why the public doesn't support diversion programs. The  purpose of this assignment will give you the opportunity to apply the  Learn material in a meaningful summary application. Your summary discusses  some of the assumptions you believe are basic to delinquency prevention  and diversion programs. To what extent do you feel each of these  assumptions are justified?  Why do you believe that the public is often  unwilling to finance these prevention programs and what are the  consequences of this?

    – [\
    \
    DiscussionAssignmentInstructions44.docx](https://www.sweetstudy.com/files/discussionassignmentinstructions44-docx "DiscussionAssignmentInstructions44.docx")

  • [Solved] Nursing homework

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    My Topic is Rapids respone vs. Code Blue: Knowing when to act **files (1)** – ## StaffEducationPresentationRubricSp25.docx **## StaffEducationPresentationRubricSp25.docx** ## **Part 2: STAFF EDUCATION** PRESENTATION ## (35 points) *****The use of Artificial Intelligence to complete this project i…

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    My Topic is Rapids respone vs. Code Blue: Knowing when to act

    **files (1)**

    – ## StaffEducationPresentationRubricSp25.docx

    **## StaffEducationPresentationRubricSp25.docx**

    ## **Part 2: STAFF EDUCATION** PRESENTATION

    ## (35 points)

    *****The use of Artificial Intelligence to complete this project is strictly prohibited.****

    **II.**
    **PART 2: THE PRESENTATION – you do NOT write a separate paper**

    The Staff Education plan will be developed and evaluated in the Clinical III course. The plan may be adjusted based on feedback provided by your clinical instructor. You will conduct the in-service during post-clinical conference time. You should present the information at the appropriate level for the intended target audience rather than for your peers. For instance, if the plan was designed for nursing assistants, then present the material as you would for that audience.

    ## Objectives

    1. Demonstrate the ability to provide planned education to a group in an engaging manner

    2. Provide constructive feedback to peers in a non-threatening manner

    3. Utilize constructive feedback to evaluate performance and determine strengths, weaknesses, and opportunities for improvement as a presenter

    4. Evaluates participants’ learning through effective evaluation of learning objectives

    5. Based on evaluation of objectives, is able to state how education could have been improved to maximize learning

    ## A. **Implementation (15 points):**

    ### 1. Publicize the event (5 points):

    a. Develop a method for advertising the in-service.  Publicity should be attractive and include topic, intended audience, date, time, objectives, and approximate length of in-service.  You may not be required to post the advertisement.

    b. Turn in a copy of
    **publicity to assignment folder** and describe where you would have posted the announcement to reach your target audience.

    c. Make room arrangements for the in-service prior to the event if needed. (This is generally not necessary if conducting the in-service during clinical conference time).

    d. Provide a sign-in sheet for those in attendance and
    **submit it to assignment folder** (just like how you would sign-in at a work in-service).

    e. Distribute presentation evaluation forms (Clinical III content area in D2L) to those in attendance. Collect, review, and
    **submit completed forms from peers to assignment folder.**

    2. Develop a professional PowerPoint (
    **students must use PowerPoint**) and conduct a 15–20-minute in-service to meet the identified learning needs. (10 points)

    **Professional power points should include:**

    a. Title/Introductory Slide

    b. List of learning objectives

    c. Multiple slides on body of presentation

    d. Conclusion Slide

    e. References Slide

    ## **B.** **Evaluation (20 points):**

    ### 1. Evaluation of Audience Learning Objectives (5 points) – (i.e. Did your audience learn from what you were teaching?) **Use Staff Education Evaluation Template (upload to D2L after presentation):**

    a. Evaluate the learning achieved by your audience by summarizing the results of your evaluation of the objectives. Do this in an objective manner (e.g., 3/10 audience members were able to answer all the questions correctly or 7/9 audience members were able to demonstrate…., etc.). Recall the methods and domains you outlined for evaluation developed in the plan.

    b. Analyze the results of your evaluation (be sure to include your average score from your peers) and discuss whether the education provided was effective by determining whether the objectives were met.

    c. Discuss what you would change to increase learning if you had the opportunity to do this presentation again.

    d. Discuss how your educational presentation supports Spirit of Inquiry (
    _the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities_).

    ### 2. Self-Evaluation of Presentation (5 points)

    ### Using the Peer Evaluation Form:

    a. Conduct a self-evaluation of your skills as a presenter by completing a
    **Peer Evaluation Form** for yourself.

    b. Review data from the evaluations submitted by those in attendance and submit a summary of your strengths, weaknesses, and opportunities for improvement based on the feedback provided by your peers
    **(must submit copy of all evaluations from peers to assignment folder).**

    ### 3. Instructor Evaluation (10 points)

    ### Your clinical instructor will submit an evaluation of your presentation according to the presentation evaluation guidelines.  You will be graded on your skill as a presenter, your ability to achieve the identified learning objectives, your summary and analysis of evaluation methods, your summary of the learner feedback, and the accuracy of your own self-evaluation.

    ## Grading Rubric: Staff Education Presentation

    | | | | | | |
    | — | — | — | — | — | — |
    | | **5** | **4** | **3** | **2** | **1** |
    | **Preparation (5 points)** | Publicity is attractive and includes topic, intended audience, date, time, objectives, and approximate length of in-service. Makes room arrangements and provides sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes topic, intended audience, date, time, objectives, and approximate length of in-service (may exclude one of these). Provides hastily-prepared sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes only 4 of the following: topic, intended audience, date, time, approximate length, or objectives of in-service. No visuals to draw attention. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity includes less than 4 of the following: topic, intended audience, date, time, approximate length, or objectives. Is not attractive. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity not provided. |
    | | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
    | **Implementation (10 points)** | Delivers content effectively by following education plan. Utilizes an attractively prepared Ppt presentation or another visual aid to maintain attention. Achieves an average of 3.5 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Delivery of content follows education plan. Has prepared a method for delivery but could be improved. Achieves an average of 3 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Does not follow education plan. Is not well prepared- does not provide handouts OR prepare PowerPoint slides. Seems disorganized. Average on evaluation of delivery criteria (listed at left) is below 3. | Does have an education plan for topic presented. Is unprepared- does not provide handouts and has not prepared a method for effective delivery of content. Is disorganized. Average on evaluation of delivery criteria (listed at left) is 1-2. | Is not prepared to present on designated day. |
    | | **5** | **4** | **3** | **2** | **1** |
    | **Evaluation of Learning Objectives (5 points)** | Utilizes planned evaluation methods to assess achievement of learning objectives. Evaluates effectiveness of education by stating whether objectives were or were not met and supports with statistical evidence. Uses information to identify where content or method of education could be improved. | Evaluates achievement of at least one learning objective. Partially evaluates others, but methods are not in alignment with domain of objective. Evaluates effectiveness of education by stating whether objectives were or were not met but does not fully support with statistical evidence. | Partially evaluates achievement of learning objectives, but methods are not in alignment with domain of objective. Briefly states whether objectives were or were not met but does not support with evidence because methods were not quantifiable. | Does not effectively evaluate learning objectives. Unable to evaluate effectiveness of education. | Has no plan for evaluating objectives. Does not attempt to evaluate objectives. |
    | **Self-Evaluation (5 points)** | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Does not complete self-evaluation. |
    | | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
    | **Instructor Evaluation (10 points)** | Provides engaging, stimulating education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with planned objectives. Evaluation methods are appropriate for objectives. Averages 3.5 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with most, not all, objectives. Evaluates objectives appropriately. Averages a 3 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience, but nerves are distracting or reads from ppt with little audience interaction. Methods of presentation are consistent with some objectives. Evaluates some, not all, objectives appropriately. Averages a 2.5 on evaluation form. | Provides education in a disorganized, poorly planned manner. Information is not presented at the appropriate level for target audience. Methods of presentation are not consistent with domain of objective. Averages 2 on evaluation form. | Presentation was not well-planned. Unable to convey information in a manner that stimulates learning. Averages less than 2 on evaluation form. |

    **## StaffEducationPresentationRubricSp25.docx**

    ## **Part 2: STAFF EDUCATION** PRESENTATION

    ## (35 points)

    *****The use of Artificial Intelligence to complete this project is strictly prohibited.****

    **II.**
    **PART 2: THE PRESENTATION – you do NOT write a separate paper**

    The Staff Education plan will be developed and evaluated in the Clinical III course. The plan may be adjusted based on feedback provided by your clinical instructor. You will conduct the in-service during post-clinical conference time. You should present the information at the appropriate level for the intended target audience rather than for your peers. For instance, if the plan was designed for nursing assistants, then present the material as you would for that audience.

    ## Objectives

    1. Demonstrate the ability to provide planned education to a group in an engaging manner

    2. Provide constructive feedback to peers in a non-threatening manner

    3. Utilize constructive feedback to evaluate performance and determine strengths, weaknesses, and opportunities for improvement as a presenter

    4. Evaluates participants’ learning through effective evaluation of learning objectives

    5. Based on evaluation of objectives, is able to state how education could have been improved to maximize learning

    ## A. **Implementation (15 points):**

    ### 1. Publicize the event (5 points):

    a. Develop a method for advertising the in-service.  Publicity should be attractive and include topic, intended audience, date, time, objectives, and approximate length of in-service.  You may not be required to post the advertisement.

    b. Turn in a copy of
    **publicity to assignment folder** and describe where you would have posted the announcement to reach your target audience.

    c. Make room arrangements for the in-service prior to the event if needed. (This is generally not necessary if conducting the in-service during clinical conference time).

    d. Provide a sign-in sheet for those in attendance and
    **submit it to assignment folder** (just like how you would sign-in at a work in-service).

    e. Distribute presentation evaluation forms (Clinical III content area in D2L) to those in attendance. Collect, review, and
    **submit completed forms from peers to assignment folder.**

    2. Develop a professional PowerPoint (
    **students must use PowerPoint**) and conduct a 15–20-minute in-service to meet the identified learning needs. (10 points)

    **Professional power points should include:**

    a. Title/Introductory Slide

    b. List of learning objectives

    c. Multiple slides on body of presentation

    d. Conclusion Slide

    e. References Slide

    ## **B.** **Evaluation (20 points):**

    ### 1. Evaluation of Audience Learning Objectives (5 points) – (i.e. Did your audience learn from what you were teaching?) **Use Staff Education Evaluation Template (upload to D2L after presentation):**

    a. Evaluate the learning achieved by your audience by summarizing the results of your evaluation of the objectives. Do this in an objective manner (e.g., 3/10 audience members were able to answer all the questions correctly or 7/9 audience members were able to demonstrate…., etc.). Recall the methods and domains you outlined for evaluation developed in the plan.

    b. Analyze the results of your evaluation (be sure to include your average score from your peers) and discuss whether the education provided was effective by determining whether the objectives were met.

    c. Discuss what you would change to increase learning if you had the opportunity to do this presentation again.

    d. Discuss how your educational presentation supports Spirit of Inquiry (
    _the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities_).

    ### 2. Self-Evaluation of Presentation (5 points)

    ### Using the Peer Evaluation Form:

    a. Conduct a self-evaluation of your skills as a presenter by completing a
    **Peer Evaluation Form** for yourself.

    b. Review data from the evaluations submitted by those in attendance and submit a summary of your strengths, weaknesses, and opportunities for improvement based on the feedback provided by your peers
    **(must submit copy of all evaluations from peers to assignment folder).**

    ### 3. Instructor Evaluation (10 points)

    ### Your clinical instructor will submit an evaluation of your presentation according to the presentation evaluation guidelines.  You will be graded on your skill as a presenter, your ability to achieve the identified learning objectives, your summary and analysis of evaluation methods, your summary of the learner feedback, and the accuracy of your own self-evaluation.

    ## Grading Rubric: Staff Education Presentation

    | | | | | | |
    | — | — | — | — | — | — |
    | | **5** | **4** | **3** | **2** | **1** |
    | **Preparation (5 points)** | Publicity is attractive and includes topic, intended audience, date, time, objectives, and approximate length of in-service. Makes room arrangements and provides sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes topic, intended audience, date, time, objectives, and approximate length of in-service (may exclude one of these). Provides hastily-prepared sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes only 4 of the following: topic, intended audience, date, time, approximate length, or objectives of in-service. No visuals to draw attention. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity includes less than 4 of the following: topic, intended audience, date, time, approximate length, or objectives. Is not attractive. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity not provided. |
    | | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
    | **Implementation (10 points)** | Delivers content effectively by following education plan. Utilizes an attractively prepared Ppt presentation or another visual aid to maintain attention. Achieves an average of 3.5 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Delivery of content follows education plan. Has prepared a method for delivery but could be improved. Achieves an average of 3 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Does not follow education plan. Is not well prepared- does not provide handouts OR prepare PowerPoint slides. Seems disorganized. Average on evaluation of delivery criteria (listed at left) is below 3. | Does have an education plan for topic presented. Is unprepared- does not provide handouts and has not prepared a method for effective delivery of content. Is disorganized. Average on evaluation of delivery criteria (listed at left) is 1-2. | Is not prepared to present on designated day. |
    | | **5** | **4** | **3** | **2** | **1** |
    | **Evaluation of Learning Objectives (5 points)** | Utilizes planned evaluation methods to assess achievement of learning objectives. Evaluates effectiveness of education by stating whether objectives were or were not met and supports with statistical evidence. Uses information to identify where content or method of education could be improved. | Evaluates achievement of at least one learning objective. Partially evaluates others, but methods are not in alignment with domain of objective. Evaluates effectiveness of education by stating whether objectives were or were not met but does not fully support with statistical evidence. | Partially evaluates achievement of learning objectives, but methods are not in alignment with domain of objective. Briefly states whether objectives were or were not met but does not support with evidence because methods were not quantifiable. | Does not effectively evaluate learning objectives. Unable to evaluate effectiveness of education. | Has no plan for evaluating objectives. Does not attempt to evaluate objectives. |
    | **Self-Evaluation (5 points)** | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Does not complete self-evaluation. |
    | | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
    | **Instructor Evaluation (10 points)** | Provides engaging, stimulating education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with planned objectives. Evaluation methods are appropriate for objectives. Averages 3.5 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with most, not all, objectives. Evaluates objectives appropriately. Averages a 3 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience, but nerves are distracting or reads from ppt with little audience interaction. Methods of presentation are consistent with some objectives. Evaluates some, not all, objectives appropriately. Averages a 2.5 on evaluation form. | Provides education in a disorganized, poorly planned manner. Information is not presented at the appropriate level for target audience. Methods of presentation are not consistent with domain of objective. Averages 2 on evaluation form. | Presentation was not well-planned. Unable to convey information in a manner that stimulates learning. Averages less than 2 on evaluation form. |

  • [Solved] responses

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    Executive Solution Overview

    please respond to these 2 discussion posts following the instructions and the rubric Rubric: RESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussion posts minimum requirements: The original posting must be completed by Day 3 at 11:59pm ET. Two response postings to two different peer o…

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    Assignment Prompt & Instructions

    please respond to these 2 discussion posts following the instructions and the rubric

    Rubric: RESPONSIVENESS TO DISCUSSION QUESTION (20 possible points): Discussion posts minimum requirements: The original posting must be completed by Day 3 at 11:59pm ET. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 11:59pm ET. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week's learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) **20** **to >19.0** **ptsExcellent• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Detailed response to faculty.**

    **19** **to >15.0** **ptsGood• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Appropriate reply to faculty.**

    **15** **to >12.0** **ptsFair• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Brief response to faculty with minimal effort.**

    **12** **to >0** **ptsPoor• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Fails to respond to faculty inquiries.** 20 pts

    This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points) **30** **to >29.0** **ptsExcellentInitial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.**

    **29** **to >23.0** **ptsGoodInitial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings.**

    **23** **to >18.0** **ptsFairInitial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence.**

    **18** **to >0** **ptsPoorInitial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided.** 30 pts

    This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points) **20** **to >19.0** **ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day.**

    **19** **to >15.0** **ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day.**

    **15** **to >12.0** **ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on separate day.**

    **12** **to >0** **ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on same day.** 20 pts

    This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points) **20** **to >19.0** **ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Posts on separate day.**

    **19** **to >15.0** **ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Posts on separate day.**

    **15** **to >12.0** **ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Posts on separate day.**

    **12** **to >0** **ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • No sources provided. • Posts on same day.** 20 pts

    This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points) **10** **to >9.0** **ptsExcellentDiscussion postings and responses exceed doctoral level writing expectations: • Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. • Make few if any errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.**

    **9** **to >8.0** **ptsGoodDiscussion postings and responses meet doctoral level writing expectations: • Use Standard Academic English that is clear and appropriate to doctoral level writing • Makes a few errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.**

    **8** **to >6.0** **ptsFairDiscussion postings and responses are somewhat below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Numerous errors in APA 7 format • May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.**

    **6** **to >0** **ptsPoorDiscussion postings and responses are well below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Uses incorrect APA 7 format • Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.** 10 pts

    Total Points: 100

    Instructions: **Read** a selection of your classmates’ posts and **respond** to **at least two** of your classmates **on two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    **Note:** Your responses to classmates should be substantial, supported with scholarly evidence from your research and/or the Learning Resources, and properly cited. Personal anecdotes are acceptable as part of a meaningful response, but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or offering a fresh viewpoint, and be constructive, thereby enhancing the learning experience for all students.

    – [\
    \
    discussion12.docx](https://www.sweetstudy.com/files/discussion12-docx-10505409 "discussion12.docx")

  • [Solved] chief information security officer

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    explain the business case for the purchase of the new e-mail system

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    Assignment Prompt & Instructions

    explain the business case for the purchase of the new e-mail system