NUR 2680L Community Health Nursing lab
Course Number: NUR 2680L Term: 2213 (Spring 2021)
Course Reference Number: 4946
Meeting Days/Time: Mondays 5:00pm- 8:00pm (January 11th- April 19th, 2021)
Location: Remote Learning via Blackboard Collaborate
Instructor’s Name: Rashida Stewart, MPH, MSN-Ed, RN
E-mail Address: [email protected]
Office Phone: 305-237-4519, for faster contact use the Remind app class code CHN2021
Office Hours: Before Class on Mondays
Course Description: This laboratory course assists the students in applying knowledge of
community health resources. Students will learn to manage health resources to
support the delivery of care to the individuals, families, and target populations
within the community. Special emphasis is placed on the understanding cultural
influences, social justice, and the impact of the nurse on the community.
Course Credits: 1 Credit
Pre-requisites: NUR 1025, NUR 1025C, NUR 1025L, NUR 1060C, NUR 1141, NUR 1211, NUR
1211L, NUR 1214C, NUR 1002, NUR 1002L, NUR1142
Co-requisites: NUR 2310, NUR 2310L, NUR 2520, NUR 2520L, NUR 2420L,
NUR2420
MDC Learning Outcomes:
1. Communicate effectively using listening, speaking, reading, and writing skills.
2. Use quantitative analytical skills to evaluate and process numerical data.
3. Solve problems using critical and creative thinking and scientific reasoning.
4. Formulate strategies to locate, evaluate, and apply information.
5. Demonstrate knowledge of diverse cultures, including global and historical perspectives.
6. Create strategies that can be used to fulfill personal, civic, and social responsibilities.
7. Demonstrate knowledge of ethical thinking and its application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative activities.
10. Describe how natural systems function and recognize the impact of humans on the environment.
End-of-Program Student Learning Outcomes:
1. Develop a professional identity that demonstrates teamwork, collaboration, effective communication
and adhere to standards of practice for nursing.
2. Implement safety and quality initiatives in the delivery of holistic patient-centered care.
3. Utilize technological resources to effectively deliver care which enhances positive patient outcomes.
4. Deliver compassionate care to diverse populations with respect to individuality and clients’ needs.
5. Uses relevant evidence to improve clients’ outcomes within a dynamic environment.
Course Student Learning Outcomes:
At the end of the course the student will be able to:
At the end of the course the student will be able to:
1. Understand the dynamic and inter-related factors influencing health outcomes for various segments
of the population. (Meets Unit Objectives/ Competencies 1 &2)
2. Analyze and apply data to support the care of individuals, fa ...
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COURSE SYLLABUS
Course Name: ISOL 535 – Cryptography
Section – 40/41
Summer 2020 – Main – Hybrid Course with Required Residency
Residency Session Date: 5/29/2020 – 5/31/2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
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Professor: Dr. Jason Hutcheson
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and I-Learn Policy:
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http://www.ucumberlands.edu/it/downloads/terms.pdf
Course Website: Access to the course website is required via the iLearn portal on the University of the Cumberlands website:
http://www.ucumberlands.edu/ilearn/
Course Description: The course examines methods and techniques for concealing data for security purposes. Topics covered will
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Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
• Outline and explain the fundamentals of cryptography and information security.
• Understand the application of number theory to cryptography.
• Describe and Apply symmetric ciphers.
• Compare and Contrast the structure and application of block and stream ciphers.
• Describe and Apply asymmetric ciphers.
• Explain the function and application of cryptographic hash functions.
• Define and Describe the characteristics of message authentication codes.
• Define and Describe the characteristics of digital signatures.
• Summarize the goals and functions of lightweight and post-quantum cryptography.
Prerequisites: There are no prerequisites for this course.
Books and
Resources:
Required Text
Stallings, Williams. Cryptography and Network Security., 8th Ed., Pearson, 2020.
Print ISBN: 9780136681779
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Harris, Shon. All in One CISSP Exam Guide, Sixth Edition. McGraw-Hill, 2013.
Paar, Christof, Pelzl,Jan and Preneel, Bart. Understanding Cryptography: A Textbook for Students and
Practitioners. Springer Publishing, 2010.
Rhodes-Ousley, Mark. The Complete Reference to Information Security, Second Edition. McGraw-Hill, 2013.
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Assessment Booklet
CHCLEG003
Manage legal and ethical compliance
HLTWHS004
Manage work health and safety
Student Name:
Student Number: _________________________
Intake Date: _____________________________
CHCLEG003 - Manage legal and ethical compliance
HLTWHS004 - Manage work health and safety
Version: 1.0 Page 2 of 77
Created: April 2021 Last Reviewed: April 2021
Central Australian Institute of Technology Pty Ltd | CRICOS: 03217C |TOID: 22302
ASSESSMENT COMPETENCY RECORD
This form is to be completed by the assessor and used as the final record of the student competence in these discipline. All
student submissions including any associated documents and checklists are to be attached to this cover sheet before placing on
the students file.
Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and attached to this
form.
Student ID Final Assessment Submission Date:
Student Name
Assessor Declaration
In completing this assessment, it is confirmed that the participant has demonstrated all unit outcomes through consistent and
repeated application of skills with competent performance.
Evidence is confirmed as: ❑ Valid ❑ Sufficient ❑ Current ❑ Authentic
Please attach the following documentation to this form Result
FINAL ASSESSMENT
RESULT:
❑ Competent (C)
❑ Not Yet Competent
(NYC)
Assessment Task 1 ❑ Case Study S / NS
Assessment Task 2 ❑ Case Study S / NS
Assessment Task 3 ❑ Case Study S / NS
Assessment Task 4 ❑ Additional Case Studies S / NS
Assessment Task 5 ❑ Written/Oral Questions S / NS
Attempt Date Assessor’s feedback (as required):
1
2
3
Final Feedback:
DO NOT SIGN BELOW UNTIL FINAL ASSESSMENTS RESULT IS GRANTED BY THE ASSESSOR.
Assessor: I declare that I have conducted a fair, valid, reliable and flexible
assessment with this student, and I have provided appropriate feedback.
Signature: _______________________
Name:__________________________
Date: ____/_____/_____
Student: I declare that I accept the assessment competency outcome and
consider the feedback of my assessor positively. I also declare that the work
submitted is my own, and has not been copied or plagiarised from any person or
source.
Signature: ______________________
Date: ____/_____/_____
Administrative use only:
Entered into Student
Management Database
❑ Signature/Initial ________________ Date: ________________
CHCLEG003 - Manage legal and ethical compliance
HLTWHS004 - Manage work health and safety
Version: 1.0 Page 3 of 77
Created: April 2021 Last Reviewed: April 2021
Central Australian Institute of Technology Pty Ltd | CRICOS: 03217C |TOID: 22302
Unit Code/Name CHCLEG003 Manage legal and ethical compliance
Pre-requisites N/A
Co-requisites N/A
Unit Summary
This unit describes the skills and knowledge required to research information about compliance and
ethical .
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I. Health Problem.
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NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxgibbonshay
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
Course InformationCourse Number and TitleMG6615 OperatioCruzIbarra161
Course Information
Course Number and Title:MG6615 Operational Planning and Policy (CRN 228) Term and Year:Fall I 2021
Term Dates:August 23rd, 2021 – December 12th, 2021
Delivery Method:Online with Virtual Residency Meeting Place and Time:Online via Blackboard and Zoom
Live Session:You will be contacted by your LIVE Residency Instructor. This individual
may/may not be the instructor for your Blackboard course. Please be sure to check your NEC email daily. LIVE Zoom Faculty will reach out in weeks 3 or 4 of the term. Students will meet during the term to complete the required 8 hours of LIVE Zoom contact. In accordance to federal and campus guidelines in response to COVID, these sessions are all required and replace the Henniker Residency that has been moved online due to COVID. In addition to the 8 hours of LIVE Zoom instruction, you have 10 hours of self-directed research to assist in your studies for your required 18 hours of residency for this course.
Credits:3
Prerequisites:N/A
Instructor Information
Faculty Name:Dr. Sherwin L. Stewart
Email Address:[email protected]
Phone Number:423-665-9701. I am available Thursdays, 7p.m. – 8p.m. EST, or by appointment Response time:I will respond within 24 hours.
Required Materials and Textbook(s)
Thompson Jr. A. A, Peteraf, M. A., Gamble, J. E., and Strickland III, A. J. (2022). Crafting & Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases. 23rd Edition. McGraw-Hill. ISBN: 978-1-260-73517-8
STRATSIMMANAGEMENT Strategic Management Simulation
Available for purchase via eCampus, NEC’s Online bookstore
Note: Students will receive a welcome email from Interpretive Simulations that will contain a unique user ID and password for each student, as well as instructions on how to log in, register, and gain access to (redeem the access code from eCampus) their resources and simulation. It is highly recommended that students log in and complete the registration as soon as possible to get quickly acclimated to the simulation part of this course. Please note:
· Students cannot register their accounts before Interpretive Simulations receives their contact information from their instructor.
· Students who purchase the access code early (weeks ahead of time) from eCampus will have to wait until the instructor provides the name/email list in order to receive the Welcome email with their user ID and password.
· Students need to keep track of their access code (it will be sitting in their eCampus account in their digital bookshelf) until the time comes to register at start of term.
Once students begin the simulation during week 9, they will be put in teams of 2 or 3 to complete each of ten
(10) simulated moves (approximately 2 per week) over a 5-week period. There will be a brief quiz during week 8 to measure students understanding of the simulation tool and situation. This is designed to have students quickly study the initial case and get acclimated to the simulation tool prior to group wor ...
Similar to NUR 2680L Community Health Nursing lab Course Nu (20)
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Print, complete, and score the following scales. .docxVannaJoy20
Print, complete, and score the following scales. Do not read how to score a scale until after you have completed it.
1. Stressed Out
2. Susceptibility to Stress (SUS)
3. Response to Stress Scale
4. Are you a Type A or Type B?
5. Coping with Stress
6. Multidimensional Health Locus of Control
7. Locus of Control
8. Life Orientation Test
Identify at Least 5 of Your Personal Stressors and 5 Daily Hassles
Using the information gathered in A and B, write a 3-5 page self-reflection paper that includes the following sections:
. Discuss your scores on each of the above scales and write a couple of brief statements about what that score means for you. Were you surprised by the score(s)? Did the results of the scales resonate with your perception of your stress level?
Incorporating information from your text and other academic sources, provide a summary of your stressors and life hassles.
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4. Discuss the issue of personal stress as it relates to psychological well-being. Relate your own results and thoughts about your experience with these scales to the information provided in the text and other academic sources (journal articles, books, .gov, .edu, or .org websites)
PERSPECTIVE
published: 25 February 2022
doi: 10.3389/fpsyt.2022.846244
Frontiers in Psychiatry | www.frontiersin.org 1 February 2022 | Volume 13 | Article 846244
Edited by:
Kairi Kõlves,
Griffith University, Australia
Reviewed by:
Jacinta Hawgood,
Griffith University, Australia
Jennifer Muehlenkamp,
University of Wisconsin–Eau Claire,
United States
*Correspondence:
M. David Rudd
[email protected]
Specialty section:
This article was submitted to
Psychopathology,
a section of the journal
Frontiers in Psychiatry
Received: 30 December 2021
Accepted: 02 February 2022
Published: 25 February 2022
Citation:
Rudd MD and Bryan CJ (2022)
Finding Effective and Efficient Ways to
Integrate Research Advances Into the
Clinical Suicide Risk Assessment
Interview.
Front. Psychiatry 13:846244.
doi: 10.3389/fpsyt.2022.846244
Finding Effective and Efficient Ways
to Integrate Research Advances Into
the Clinical Suicide Risk Assessment
Interview
M. David Rudd 1* and Craig J. Bryan 2
1Department of Psychology, University of Memphis, Memphis, TN, United States, 2Department of Psychiatry and Behavioral
Science, The Ohio State University Wexner Medical Center, Columbus, OH, United States
Research in clinical suicidology continues to rapidly expand, much of it with implications
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Consequentialist theory Focuses on consequences of a.docxVannaJoy20
Consequentialist theory
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Developed Hume’s theory of utility into a moral theory
to reform the British legal system
Believed that all humans are hedonists
Developed Hedonistic Calculus
Calculates probable consequences of actions
Produces a rational solution to any problem
Rediscovered the paradox of hedonism
The more you search for pleasure, the more it will elude
you
Refined Bentham’s theory
Higher and lower pleasures
Harm Principle
The only purpose of interfering with the life of someone
is to prevent harm to others
Act Utilitarianism
Always do whatever act
that will create the
greatest happiness for
the greatest number of
people
Only focuses on
consequences of present
decision
Always do whatever type
of act (based on a rule)
that will create the
greatest happiness for
the greatest number of
people
Focuses on consequences
of others applying that
same rule
Rule Utilitarianism
CemeteryAnalysis
Massachusetts has a unique archaeological resource in its many colonial graveyards. These contain a large number of precisely dated “artifacts” in the form of headstones and provide an opportunity for studies of the ways in which different aspects of British colonial and Euro- American culture have changed over time. For this assignment, you will visit a local cemetery of your choosing and use the headstones and other associated material culture to address questions aimed at understanding demographic, social, symbolic, or technological issues in the past. This assignment does not require any archaeological excavation, and your instructor and federal, state, and local laws expressly forbid you from doing any! The project also does not require you to do any additional background research, although you are welcome to do so. Please
respect these cemeteries, the individuals buried therein, and any visitors you may encounter during your study.
You must follow these steps:
1)
Chooseagraveyardwithheadstonesdatingtothe1600s,1700s,or1800s. There are several good graveyards in downtown Boston and many more scattered around the city and suburbs. The downtown locations have been studied at length as they are all regularly served by the MBTA. Several “off-the-beaten-track” locations, such as the Tollgate Cemetery in Forest Hills, is also served by transit and has not been visited by my students in the past. While everyone has their own time pressures, I encourage to think .
The theory that states that people look after their .docxVannaJoy20
The theory that states that people look
after their own self interest
An absolutist theory
Does not consider other options
A descriptive theory
Does not make a judgment
A British philosopher (1588-1679)
Agreed with Glaucon that:
Humans choose to live in a society with rules
because it benefits us
Any show of concern for others only hides a
true concern for ourselves
It is foolish to not look after ourselves
Believed that humans feel pity for others
because we fear something similar happening to
us
A theory that says people ought to act in their
own self interest
An absolutist theory
A normative theory
Makes a judgment or prescription about
behavior
A consequentialist theory
Focuses on consequences of actions
Russian-born American (1905-1982)
Believed that egoism benefits society
People should not feel guilty for seeking their own
happiness
People should not feel obligated to help those who are
“moochers and leeches.”
Everyone should give up his or her own self-interest
for others
Normative theory
Consequentialist theory
.
This is a graded discussion 30 points possibledue -.docxVannaJoy20
This is a graded discussion: 30 points possible
due -
Discussion 2 (Complete by
Sunday, Nov. 6)
20 20
This discussion aligns with Learning Outcomes 1, 2, and 4
Democracy, at its core, is centered on the idea that individuals can, in fact,
rule themselves. This concept is enshrined in the U.S. Constitution as we
know it today. However, early on the American Constitution was not a sound,
democratic document. In particular, the idea of popular sovereignty; that is,
the will of the people, was not extended to everyone. For example, as you
read this week, the framers, for a time, chose to retain slavery in the new
Republic. In addition to slavery, in what other areas was the Constitution of
1788 less than democratic? In what ways has the Constitution, since then,
become more democratic? Be sure to provide examples to support your
claims.
Submission
Our discussions are a valuable opportunity to have thoughtful conversations
regarding a specific topic. You are required to provide a comprehensive
initial post with 3-4 well-developed paragraphs that include a topic
sentence and at least 3-5 supporting sentences with additional details,
11/4/22, 1:30 AM
Page 1 of 29
Search entries or author
Reply
explanations, and examples. In addition, you are required to respond
substantively to the initial posts of at least two other classmates on two
different days. All posts should be reflective and well written, meaning free
of errors in grammar, sentence structure, and other mechanics.
Grading
This discussion is worth 30 points toward your final grade and will be
graded using the Discussion Rubric. Please use it as a guide toward
successful completion of this discussion. For information on how to view the
rubric, refer to this Canvas Community Guide
(https://community.canvaslms.com/docs/DOC-10577-4212540120) .
Unread Subscribe
(https://canvas.fscj.edu/courses/65283/users/135004)
Sarkis Boyajian (https://canvas.fscj.edu/courses/65283/users/135004)
Tuesday
11/4/22, 1:30 AM
Page 2 of 29
Reply
The Constitution of 1788 lacked democracy because it did not protect
the people’s beliefs. Religion influences people’s morality. And morality is
a key component of personal convictions. People’s convictions influence
how they want to be governed and how they vote. The first amendment to
the Constitution provided protection to the people’s beliefs by restricting
Congress from making laws respective to an establishment of religion or
prohibiting the free exercise thereof.
The Constitution of 1788 lacked democracy because it did not protect
the people’s expression. Speech is the cornerstone of sharing thoughts
and ideas. The sharing of thoughts and ideas influences people’s
opinions. People’s opinions influence how they want to be governed and
how they vote. The first amendment to the Constitution provided
protection to people’s expression by restricting Congress from making
laws respective to ab.
· Please include the following to create your Argumentative Essay .docxVannaJoy20
· Please include the following to create your Argumentative Essay Presentation Plan:
· Presentation author and title of the presentation (Essay)
· Purpose: What do you want your audience to obtain or support after the discussion?
· Audience: What phrases will you adapt-without diverting from the purpose of the essay- as you select a medium to include on the slides?
· Keywords: As you break down your essay into keywords, which themes and concepts arise?
· Introduction: What does the outline of the presentation include?
· Body: Think about the body of your essay. Which specific details are necessary to get your points across?
· Conclusion: Why is your essay and analysis important?
· How did you get to that conclusion?
· Since you will communicate with the audience through more than one sense, what media do you intend to use?
· Which presentation software program do you intend to use to prepare the presentation?
· As you prepare your presentation and deepen your understanding, what do you notice that you hadn’t seen before?
· You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.
· Pay attention to grammar rules (spelling and syntax).
· Your work must be original and must not contain material copied from books or the internet.
· When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.
· Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.
.
• FINISH IVF• NATURAL FAMILY PLANNING• Preimplanta.docxVannaJoy20
• FINISH IVF
• NATURAL FAMILY PLANNING
• Preimplantation Genetic Diagnosis (PGD)
• Surrogate motherhood
• “snowflake babies”
• Artificial Insemination (AI)
Preimplantation Genetic Diagnosis (PGD)
ZYGOTE
M
O
RU
LA
COMPACTION
BLASTOMERES
MALE &
FEMALE
PRONUCLEI
Surrogate motherhood
https://en.wikipedia.org/wiki/2014_Thai_surrogacy_controversy
INTRINSIC BIOETHICAL EVIL/WRONG:
NATURAL RIGHT TO BE GESTATED BY BIOLOGICAL MOTHER
“snowflake babies” = ivf embryo transfer
http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_20081208_dignitas-personae_en.html
Artificial Insemination (AI)
NATURAL FAMILY PLANNING (NFP)
1.OVULATION SYMPTOMS
2.BIOETHICAL EVALUATION
NATURAL FAMILY PLANNING (NFP)
1.OVULATION SYMPTOMS
a) 3 PRIMARY
b) 7 SECONDARY
PRIMARY OVULATION SYMPTOMS:
1) BASAL BODY TEMPERATURE (BBT)
2) CERVIX ACTIVITY
3) CERVICAL MUCUS
SECONDARY OVULATION SYMPTOMS:
1) MITTELSCHMERZ
2) SPOTTING
3) SWOLLEN VAGINA AND/OR VULVA
4) INCREASED LIBIDO
5) BREAST TENDERNESS
6) GENERAL BLOATING
7) FERNING
SOME MAJOR PROTOCOLS AND METHODS:
• CREIGHTON MODEL (NaPro Technology)
• COUPLE TO COUPLE (CCL)
• SYMPTO-THERMAL METHOD
• BILLINGS METHOD
• FAMILY OF THE AMERICAS (BASED ON BILLINGS)
ACTIVITY OF THE CERVIX AND CERIVCAL OS DURING MENSTRUAL CYCLE
INFERTILEFERTILE
1 DAY BEFORE OVULATION:
OS OPEN, CERVIX HIGH,
SOFT AND CENTRAL,
EGGWHITE FLUID
INFERTILE PHASE: OS CLOSED,
CERVIX FIRM,
ANGLED SLIGHTLY,
TACKY FLUID
Examples of cervical mucus
during various days of the
menstrual cycle.
Transparent and elastic
is fertile.
Opaque and tacky
is infertile.
WHAT ABOUT THE HUSBAND?
• DISCIPLINE, RESPECT, COMMUNICATION, SACRIFICIAL LOVE
• OPENNESS TO THE PRESENCE OF GOD IN THEIR DAILY LIFE
2. BIOETHICAL EVALUATION OF NFP:
a) AS A MEANS
b) AS AN END / GOAL / OBJECTIVE
a) AS A MEANS:
• NO SEPARATION ÷ UNITIVE / PROCREATIVE
DIMENSIONS
• RESPECTFUL OF HUMAN NATURE
• MARRITAL INTIMACY = UNION OF
BODY AND SOUL
b) AS AN END:
HUMANAE VITAE 16b:
“If therefore there are well-grounded
reasons for spacing births, arising from the
physical or psychological condition
of husband or wife,
or from external circumstances…
then take advantage
of the natural cycles immanent
in the reproductive system…”
b) AS AN END:
THEREFORE, TO BE AVOIDED IS A
CONTRACEPTIVE MENTALITY,
WHEREBY PREGNANCY / CHILDREN
ARE SEEN AS AN EVIL,
TO BE AVOIDED BY ANY MEANS.
INSTEAD, A FUNDAMENTAL OPENNESS TO LIFE,
COLLABORATING WITH GOD’S PLAN
TO BE CO-CREATORS
OF A UNIQUE HUMAN LIFE.
Slide Number 1Slide Number 2Slide Number 3Slide Number 4Slide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 14Slide Number 15Slide Number 16Slide Number 17Slide Number 18Slide Number 19
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/220672617
.
Use the information presented in the module folder along with your.docxVannaJoy20
Use the information presented in the module folder along with your readings from the textbook to answer thefollowing questions.1. Differentiate between bacterial infection and bacterial intoxication.
2. Discuss the importance of E. coli as part of our intestinal flora.
3. Describe three (3) different types of gastrointestinal diseases caused by bacteria. Besure to give the name of the specific organism that causes each, describe somecommon signs and symptoms and discuss treatment for each disease:
4. Define meningitis. Compare and contrast between bacterial and viral meningitisincluding treatment for each.
5. What is a prion? Describe the impact prions have on the human brain and discuss twoprion-associated diseases in humans:
6. What is a vector-borne (vector transmitted) disease? Give an example of a vectorborne disease and the vector responsible for causing it.
.
• Ryanairs operations have been consistently plagued with emp.docxVannaJoy20
• Ryanair's operations have been consistently plagued with employee
discontent and protests (Temming, 2017). Communication between Line
Managers and employees has been tensed, and performance has suffered as a
result. The Company would benefit from the strategic positioning and
interpersonal skills of the Human Resource Business Partner.
• As an employee advocate, he or she would engage employees in dialogue and
ensure that whatever findings are made are brought to the attention of the line
manager promptly to be addressed.
• Also, as a collaborative partner, he would assist in channeling the needs of the
line manager in a way that will be understood and well received by
subordinates.
• Effective communication would eventually lead to mutual understanding and
benefit for all parties.
• It would go a long way in developing a strong company culture where
individuals are not afraid to express their thoughts and ideas. and would shift
focus away from conflict towards meeting Organizational goals.
01 CONSTRUCTIVE COMMUNICATION
BETWEEN MANAGEMENT AND STAFF
02 EFFECTIVE CHANGE
MANAGEMENT
• The Greek Philosopher, Heraclitus stated that “Change is the only
constant of life” (Rothwell et al., 2015). This statement is pertinent to the
rapidly changing business climate (Lauer, 2019, p3) in which Ryanair
finds itself.
• A company’s readiness and reaction to change are important in
determining success. From our current state analysis, we discovered
that several tasks may be expedited and optimized with the introduction
of new technology.
• However, this must be introduced strategically to prevent resistance.
The role of the Human Resources Business Partner is essential in this
regard.
• He or She would determine the need for change and ensure reception of
the change by employing effective communication strategies
(McCracken et al., 2017).
• Apart from a change in technology, other elements that may undergo
transformation include processes, policies, personnel, amongst others.
It is important that these changes are taken in stride so that they do not
forestall operations.
03 FOCUSED TRAINING AND
CAPACITY BUILDING
• The Business Partner would be instrumental in identifying
areas requiring competency improvements (Onen, 2013) in
Ryanair.
• Through a series of activities such as performance reviews
and data analysis, as well as knowledge of the business, and
interactions with staff, the business partner would tailor
training programmers to drive outcomes that matter and meet
the company's needs and vision.
• Doing so would be of benefit not only to employees but to
Ryanair, who would see improved performances and save
costs that would have gone into retraining because of an
inefficient programme.
EFFECTIVE STRATEGY
DEVELOPMENT
• Ryanair would benefit from the HRBP's skills and
knowledge in developing strategic plans that create value
for future business successes.
• He or she would ensure that plans align with the needs and
expectations .
· Your initial post should be at least 500 words, formatted and ci.docxVannaJoy20
· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
· You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
· All replies must be constructive and use literature where possible.
#1
Lisa Wright
St. Thomas University
NUR 417: Aging and End of Life
Yedelis Diaz
November 01, 2022
Pathological Conditions in Older Adults
As one goes through the natural aging process, the body's capacity to defend itself against infections diminishes. The immune system's ability to offer protection is reduced, and the individual becomes susceptible to conditions that affect them more than other age groups (Haynes, 2020). This population also experiences other symptoms impairing other aspects of their lives as time passes. For instance, their skin and bones lose their integrity and become more prone to abrasions and breakage. This assignment module will examine the pathological conditions that affect the sexual response in older adults and how and why nutritional and psychological factors, drugs, and other alternative and complementary medications affect the immune system of the populations.
Pathological Conditions that Affect Sexual Response in Older Adults
Sexuality is an essential aspect of life, irrespective of the age group one is in—the older population and the younger generation alike need to explore sexuality to maintain health and well-being. Exploring sexuality is also a mixture of biological, psychological, social, and religious factors, all of which have plenty to do with aging. Among the pathological conditions that affect sexual response in the elderly include
Genitourinary Syndrome of Menopause
These are the changes experienced in the genitourinary pathway as one age. The individual can feel a burning sensation, dryness, or irritation. This can lead to painful sexual encounters, which can, in turn, reduce their desire to engage and their response.
Dementia
This is a degenerative disorder of the mental faculties, predominantly among the elderly (National Institute on Aging, n.d.). Their judgment diminishes, making them disinterested or utterly unaware of their sexual experiences. Some forms of the condition have been shown to increase sex or closeness, but the individual may fail to recognize what is appropriate and what is not.
Diabetes
As a chronic condition experienced mainly by this population, it can lead to yeast generation, leading to itchiness around the sex organs, making sex unpalatable. The situation can, however, be addressed with medication.
Incontinence
This is a condition where one experiences bladder leakage caused by poor control (National Institute on Aging, n.d.). It is most prevalent among the population an.
• ALFRED CIOFFI• CATHOLIC PRIEST, ARCHDIOCESE OF MIAMI.docxVannaJoy20
• ALFRED CIOFFI
• CATHOLIC PRIEST, ARCHDIOCESE OF MIAMI
• DOCTORATE IN MORAL THEOLOGY, GREGORIAN UNIVERSITY, ROME, ITALY
• DOCTORATE IN GENETICS, PURDUE UNIVERSITY, INDIANA
• ASSOCIATE PROFESSOR, BIOLOGY AND BIOETHICS
• DIRECTOR, INSTITUTE FOR BIOETHICS
BIOMEDICAL ETHICS
Introduction
• PRESENTATIONS
• THINK
• RESPECT
• HONOR CODE
• ON TIME
• QUIZZES
• TAKE NOTES
• AVERAGE
CANVAS
HUMAN BIO-ETHICS: evidence-based
• BEGINNING OF LIFE
• HEALTHCARE
• END OF LIFE
BIO-ETHICS
PRINCIPLED
UTILITARIAN
or…
• SEXUAL REPRODUCTION
• EARLY EMBRYONIC DEVELOPMENT
• ONTOLOGICAL STATUS OF HUMAN EMBRYO
SEXUAL REPRODUCTION: INVOLVES FERTILIZATION
FERTILIZATION: INVOLVES FUSION OF GAMETES
AT FERTILIZATION THE DIPLOID NUMBER (2n) IS RESTORED
GAMETES = SEX CELLS (SPERM & OVA), PRODUCED BY MEIOSIS
FIRST, A REVIEW OF MITOSIS
b
d
c
a
chromatin
2n
2n
b
d
c
a
chromatin
2n
2n
X
X
X
X
2b
1a
1b
2a
chromatin
2n
2n
2b1b
1a
2a
2b1b
1a
2a
1a 1b
2b
2a
2b1b
1a
2a
2a 2b
1b
1a
DNA REPLICATION
SISTER CHROMATIDS
Temporary “4n” stage
2b1b
1a
2a
CELL CYCLE
G = GAP
S = SYNTHESIS
2n
2n
2n
MEIOSIS:
DOUBLE CELLULAR SPLIT: ONE CELL -> -> 4 CELLS
• RECOMBINATION (CROSSING OVER)
• FROM DIPLOID NUMBER (2n) -> HAPLOID NUMBER (n) = CHROMATIC REDUCTION
2a
2b
1a
1b
2a
2b
1a
1b
2a2b
1a1b
DNA RECOMBINATION = CROSSING OVER
MEIOSIS = FORMATION OF GAMETES (SEX CELLS), HAPLOID
SPERMATOGENESIS -> SPERM (n)
GAMETOGENESIS
OOGENESIS -> OVUM (n)
Primary spermatocyte (2n)
Primary oocyte (2n)
Polar
bodies
H. sapiens # OF CHROMOSOMES = 46 = 23 "PAIRS" ONLY IDENTICAL IN FEMALE (XX)
• 22 PAIRS = AUTOSOMES
• 1 PAIR = SEX CHROMOSOMES
THEREFORE, IN HUMANS:
• n = 23 (gametes)
• 2n = 46 (somatic cells)
Seminiferous
tubules
Ovarian
follicles
VIDEOS OF HUMAN EMBRYONIC AND FETAL DEVELOPMENT
From fertilization to birth 6 minutes
https://www.youtube.com/watch?v=7kC6p1twkXk
https://www.youtube.com/watch?v=7kC6p1twkXk
EGG + SPERM = ZYGOTE
ZYGON (GK) = YOKED OR LINKED
ZYGOTE DNA:
• 50% OF THE GENETIC MATERIAL COMES FROM THE MOTHER
• 50% FROM THE FATHER
0.1 mm 0.005 mm
0.05 mm
= SYNGAMY
Ampulla
DAY 1
DAY 7
Endometrium
ZYGOTE
M
O
RU
LA
COMPACTION
BLASTOMERES
MALE &
FEMALE
PRONUCLEI
FIRST CELLULAR DIFFERENTIATION = 2 CELL LAYERS
(INNER CELL MASS)
1 2 3
4 5 6
IMPLANTATION
FURTHER CELLULAR DIFFERENTIATION: 3 GERM LAYERS
( ICM )
GASTRULATION
THIRD WEEK OF EMBRYONIC DEVELOPMNET:
GASTRULA
LONGITUDINAL VIEW CROSS SECTION
NEURAL GROOVE
~ 1 inch
EIGHT WEEKS
EMBRYO FETUS
FETUS
VIDEOS OF HUMAN EMBRYONIC AND FETAL DEVELOPMENT
Conception to birth -- visualized | Alexander Tsiaras 10 minutes
https://www.youtube.com/watch?v=fKyljukBE70
https://www.youtube.com/watch?v=fKyljukBE70
THEREFORE, REGARDING EMBRYONIC DEVELOPMENT:
CONTINUOUS DEVELOPMENT OF TISSUES, ORGANS AND SYSTEMS
FROM THE ZYGOTE, THROUGH 9 MONTHS, UP .
· Reflect on the four peer-reviewed articles you critically apprai.docxVannaJoy20
· Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
· Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
· Consider the best method of disseminating the results of your presentation to an audience.
The Assignment: (Evidence-Based Project)
Part 4: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide
narrated PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
· Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
· Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
· Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
· Add a lessons learned section that includes the following:
· A summary of the critical appraisal of the peer-reviewed articles you previously submitted
· An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
Zeinab Hazime
Nurs 6052
10/16/2022
Evaluation Table
Use this document to complete the
evaluation table requirement of the Module 4 Assessment,
Evidence-Based Project, Part 3A: Critical Appraisal of Research
Full
APA formatted citation of selected article.
Article #1
Article #2
Article #3
Article #4
Abraham, J., Kitsiou, S., Meng, A., Burton, S., Vatani, H., & Kannampallil, T.
(2020). Effects of CPOE-based medication ordering on outcomes: an overview of systematic reviews.
BMJ Quality & Safety, 29(10), 1-2.
Alanazi, A. (2020). The effect of computerized physician order entry on mortality rates in pediatric and neonatal care setting: Meta-analysis.
Informatics in Medicine
Unlocked, 19, 100308. https.
· Choose a B2B company of your choice (please note that your chose.docxVannaJoy20
· Choose a B2B company of your choice (please note that your chosen company will also be used for your final assignment).
· Across your two assignment you will develop an Industrial marketing plan.
· For assignment 1 you are required to develop the first part of the marketing plan and assignment 2 the final part.
· Perform a situation analysis identifying the following:
1. Product mix:
i. Current product mix, product lines and individual products
2. Market analysis:
i. Who are their current competitors
ii. PESTEL
3. Market segmentation
i. Identify the segments that that they target (including the characteristics of each market segment).
4. Value proposition:
i. Identify the value that the company aims to provide to each segment (which products are aimed at each segment and what the benefits
are to that segment)
5. Positioning:
i. How do they position themselves in the market (and if relevant to each segment). How do they differentiate themselves through this
positioning from their competitors?
· Your Marketing Plan Part 1 should be uploaded in PDF format.
· Your table of contents should include:
1. Introduction/Background
2. Product Mix
3. Market analysis
4. Market segmentation
5. Value proposition
6. Positioning
7. References
Formalities:
· Wordcount: 1500
· Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
· Font: Arial 11 pts.
· Text alignment: Left.
· The in-text References and the Bibliography must be in Harvard’s citation style.
Dido and Aeneas
Music composed by Henry Purcell
Libretto by Nahum Tate
Date of composition: 1689
DIDO AND AENEAS
An opera perform'd at Mr. Josias Priest's Boarding School
at Chelsey by Young Gentlewomen.
The words made by Mr. NAHUM TATE
The music composed by Mr. HENRY PURCELL
Dramatis Personae
DIDO
BELINDA
TWO WOMEN
AENEAS
SORCERESS
ENCHANTRESSES
SPIRIT of the Sorceress (Mercury)
Dido's train, Aeneas' train, Fairies, Sailors
OVERTURE
ACT THE FIRST
Scene [I]: The Palace [enter Dido, Belinda and train]
BELINDA
Shake the cloud from off your brow,
Fate your wishes does allow;
Empire growing,
Pleasures flowing,
Fortune smiles and so should you.
CHORUS
Banish sorrow, banish care,
Grief should ne'er approach the fair.
DIDO
Ah! Belinda, I am prest
With torment not to be Confest,
Peace and I are strangers grown.
I languish till my grief is known,
Yet would not have it guest.
BELINDA
Grief increases by concealing,
DIDO
Mine admits of no revealing.
BELINDA
Then let me speak; the Trojan guest
Into your tender thoughts has prest;
The greatest blessing Fate can give
Our Carthage to secure and Troy revive.
CHORUS
When monarchs unite, how happy their state,
They triumph at once o'er their foes and t.
- The document discusses quantitative easing (QE) policies enacted by the US Federal Reserve during the Great Recession.
- It describes the Federal Reserve's first quantitative easing program (QE1) from November 2008 to March 2010, where it purchased $1.75 trillion in mortgage-backed securities and Treasury bonds.
- An event study analysis provides evidence that QE1 lowered yields on Treasuries, mortgage-backed securities, and other bonds, suggesting it eased financial conditions.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
1. NUR 2680L Community Health Nursing lab
Course Number: NUR 2680L Term: 2213 (Spring 2021)
Course Reference Number: 4946
Meeting Days/Time: Mondays 5:00pm- 8:00pm (January 11th-
April 19th, 2021)
Location: Remote Learning via Blackboard Collaborate
Instructor’s Name: Rashida Stewart, MPH, MSN-Ed, RN
E-mail Address: [email protected]
Office Phone: 305-237-4519, for faster contact use the Remind
app class code CHN2021
Office Hours: Before Class on Mondays
Course Description: This laboratory course assists the students
in applying knowledge of
community health resources. Students will learn to manage
health resources to
support the delivery of care to the individuals, fami lies, and
2. target populations
within the community. Special emphasis is placed on the
understanding cultural
influences, social justice, and the impact of the nurse on the
community.
Course Credits: 1 Credit
Pre-requisites: NUR 1025, NUR 1025C, NUR 1025L, NUR
1060C, NUR 1141, NUR 1211, NUR
1211L, NUR 1214C, NUR 1002, NUR 1002L, NUR1142
Co-requisites: NUR 2310, NUR 2310L, NUR 2520, NUR
2520L, NUR 2420L,
NUR2420
MDC Learning Outcomes:
1. Communicate effectively using listening, speaking, reading,
and writing skills.
2. Use quantitative analytical skills to evaluate and process
numerical data.
3. Solve problems using critical and creative thinking and
scientific reasoning.
4. Formulate strategies to locate, evaluate, and apply
information.
5. Demonstrate knowledge of diverse cultures, including global
3. and historical perspectives.
6. Create strategies that can be used to fulfill personal, civic,
and social responsibilities.
7. Demonstrate knowledge of ethical thinking and its
application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative
activities.
10. Describe how natural systems function and recognize the
impact of humans on the environment.
End-of-Program Student Learning Outcomes:
1. Develop a professional identity that demonstrates teamwork,
collaboration, effective communication
and adhere to standards of practice for nursing.
2. Implement safety and quality initiatives in the delivery of
holistic patient-centered care.
3. Utilize technological resources to effectively deliver care
which enhances positive patient outcomes.
4. Deliver compassionate care to diverse populations with
respect to individuality and clients’ needs.
5. Uses relevant evidence to improve clients’ outcomes within a
dynamic environment.
Course Student Learning Outcomes:
4. At the end of the course the student will be able to:
At the end of the course the student will be able to:
1. Understand the dynamic and inter-related factors influencing
health outcomes for various segments
of the population. (Meets Unit Objectives/ Competencies 1 &2)
2. Analyze and apply data to support the care of individuals,
families, and target populations within
the community. (Meets Unit Objectives/ Competencies 1 & 2)
3. Utilize culturally competent health strategies to educate
individuals and groups regarding health
promotion, health protection and prevention of illness or injury.
(Meets Unit Objectives/
Competencies 1)
4. Collaborate with community partners to facilitate initiatives
which support the health of the local
community. (Meets Unit Objectives/ Competencies 3)
5. Apply theories of growth and development, nursing, and
public health to validate decision making,
planning, implementation, and evaluation of care. (Meets Unit
Objectives/ Competencies 1 & 4)
BLACKBOARD
All assignments will be administered via blackboard. Students
are expected to adhere to the instructions
provided along with assigned due dates.
5. ACADEMIC HONESTY
This procedure establishes a process for addressing charges of
academic dishonesty in a manner that
preserves the professional integrity of the faculty member as
well as the due process rights of the student.
Academic dishonesty includes the following actions, and those
that are similar in nature, with respect to a
student’s academic performance:
A. Cheating on an examination and unauthorized sharing of
information.
B. Collaborating with others on individual assignments.
C. Plagiarizing the ideas, writings, or works of another.
D. Re-submitting work from another course unless permitted by
the instructor.
Some related actions of academic dishonesty, such as stealing
examinations or course material and
falsifying records, may be directly addressed through Procedure
4035 Addressing Academic Dishonesty. A
detailed review of the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4035.pdf
6. STUDENT DISCIPLINARY ACTIONS
All alleged student violations of the Code of Conduct of the
College are referred to the Office of the
Student Dean at the respective campus. A detailed review of the
procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4030.pdf
STANDARDS OF ACADEMIC PROGRESS (SOAP)
The main purpose for the Standards of Academic Progress
(SOAP) Procedure is to establish a formal
process through which the faculty, staff, and administration at
Miami Dade College may identify and
provide support to students who experience academic difficulty
and fall below a Combined Cumulative
Grade Point Average (GPA) of 2.0 (Calculated from the
combined graded units for GPA). The combined
Cumulative GPA includes computation of grades for both MDC
and posted transfer courses. Good
Academic Standing is defined as 2.0 or higher for the Combined
Cumulative GPA. A detailed review of
the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4010.pdf
7. https://www.mdc.edu/procedures/Chapter4/4035.pdf
https://www.mdc.edu/procedures/Chapter4/4030.pdf
https://www.mdc.edu/procedures/Chapter4/4010.pdf
GUIDELINES FOR APPEAL OF THE STANDARDS OF
ACADEMIC PROGRESS
To establish a procedure for review and consideration regarding
adjustment to students’ academic standing
of suspension or dismissal as outlined in College Procedure
4010 Standards of Academic Progress
(SOAP). A detailed review of the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4015.pdf
SERVICES PROVIDED FOR STUDENTS WITH
DISABILITIES
To provide general information and guidelines concerning
services available for students with disabilities,
including the granting of auxiliary aids, substitutions,
modifications, academic adjustments, or waivers of
requirements for admission to the College, its programs of
8. study, its entry requirements to the upper
division, or graduation for students with disabilities. To provide
the College with procedures relating to
students that may pose a direct threat to the health and safety of
others. A detailed review of the procedure
can be viewed at
https://www.mdc.edu/procedures/Chapter4/4055.pdf
STUDENT APPEAL OF GRADES
This College procedure for the student appeal of grades ensures
that both students and faculty will be
aware of the processes that are to be followed when a course
grade is challenged. The responsibility for
academic evaluation and the assignment of grades is that of the
faculty member who has been assigned
responsibility for a course. When a student believes that he/she
has not been evaluated as prescribed in the
course syllabus, an avenue of appeal must be provided. A
detailed review of the procedure can be viewed
at https://www.mdc.edu/procedures/Chapter8/8301.pdf
INCOMPLETE GRADES
A grade of Incomplete is submitted when the student's work in a
course is unfinished. An incomplete is
9. normally given only where extenuating circumstances exist, or
where research or performance needs to be
extended beyond the normal limits of the term. The student
must obtain the instructor's permission to
finish the course. Student may request a grade of incomplete
only after the drop/withdraw date has passed.
The decision to grant such a request will rest with the
individual course instructor. The students have an
opportunity to appeal the course instructor's decision, if it is
negative, to the immediate supervisor of the
course instructor. This would be a one-step final appeal process.
If the decision is reached by the course instructor to gr ant an
incomplete, this must be accompanied by a
written and signed agreement between the course instructor and
the student. The Agreement Form will
contain the following points:
1. The time frame in which the course requirements must be
completed. As a standard rule, this
work should be completed by the last day of the next major term
(Fall or Winter). An extension of
this time limit may be granted by the appropriate Department
Head after consultation with the
10. instructor, if the reasons are determined to be beyond the
control of the student – severe illness,
accident, etc. (In the event the Incomplete grade is carried past
the next major term, faculty must
maintain course records for the student up until the next major
term from the time at which the
grade is recorded on the student transcript.)
2. The specific requirements that must be completed and the
manner in which they are to be
completed. (This might include some reference to grading
criteria).
3. A provision that if the requirements have not been met by the
end of the next major term, a
Failure will be recorded as the grade for the course. A student
does not remove an Incomplete by
registering in a subsequent term to re-take the course.
https://www.mdc.edu/procedur es/Chapter4/4015.pdf
https://www.mdc.edu/procedures/Chapter4/4055.pdf
https://www.mdc.edu/procedures/Chapter8/8301.pdf
WITHDRAWALS
11. If you are thinking of withdrawing from a class, speak first with
your professor. If you still choose to
withdraw, please keep the following in mind:
• A course withdrawal is not an automatic process; you need to
withdraw either online or at
the registration office.
• If you withdraw from a course after the 100 percent refund
date, it counts as an attempt and
it will remain on your transcript.
• You may withdraw with a grade of “W” up to the withdrawal
date. Withdrawals after that
date would be considered only through the petition process.
Check with your advisor for
more information.
• Withdrawals are not official until processed online or at the
Registrar’s Office. Get a copy
of your schedule to confirm this transaction.
• Withdrawal deadlines are published in the official College
calendar.
• Dropping a course may jeopardize your athletic eligibility,
financial aid, veteran benefits,
student visa status or participation in student activities.
12. STUDENT COMPLAINTS
Prospective or enrolled students may voice a complaint about a
College rule/regulation, procedure, or
experience. The complaint may also be raised by a group of
students or student government. Students must
first voice their complaint to front-line staff and/or their
supervisors. If the complaint cannot be resolved at
that level, then the supervisors will communicate it to the next
leadership level and notify the student(s).
Students are expected to follow this chain of command within
the complaint process and not elevate their
complaint to the senior executive level of the College. Students
who are unable to resolve their
concerns/issues with the front-line staff and/or their supervisors
may file a complaint in writing to the
appropriate division head as listed in the table in this procedure.
If the complaint is against a first or second
level individual in the chain of command, the student should
present the concern to the next level. A
detailed review of the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4032.pdf
VETERANS AFFAIRS
13. Our Veterans Affairs offices are available to assist all eligible
U.S. veteran students and dependents who
are using their V.A. educational benefits to further their
education. You can get information about
entitlements, filing claims to the Department of Veterans
Affairs (DVA) and certifying enrollment at
MDC. Connect to MDC staff/contacts, specialized services, and
certification information and processing.
For more information, please contact Veterans Information at
305-237-2790.
ACCESSIBILITY AND DISABILITY SERVICES
ACCESS (A Comprehensive Center for Exceptional Student
Services) Disability Services provide and
coordinate accommodations for students with documented
disabilities. Federal and state laws and
regulations guarantee students with disabilities equal access and
equal opportunity in post-secondary
education. The College has developed special support services
and accommodations to assist students with
disabilities in achieving equal opportunities.
TUTORING
14. Tutoring is available through Blackboard Collaborate Ultra.
How to access a virtual tutor:
1. Select the campus where you typically meet with a tutor
2. Select the discipline you are requesting tutoring from
3. You will be connected to a Collaborate Ultra room and a staff
member will further direct you
Need a tutor outside of the scheduled hours? Check to see if
your professor has activated Smarthinking
virtual tutoring in their Blackboard course. Smarthinking will
pair you with a subject specific tutor 24/7.
https://www.mdc.edu/procedures/Chapter4/4032.pdf
FOR MORE INFORMATION CONCERNING LABS BY
CAMPUS, PLEASE VISIT
https://libraryguides.mdc.edu/c.php?g=636897&p=4456609
TITLE IX: DISCRIMINATION, HARASSMENT, AND
SEXUAL MISCONDUCT REPORTING:
Miami Dade College is committed to providing an institutional
environment where all persons may pursue
their studies, careers, duties, and activities in an atmosphere
free of threat of unwelcome and unwanted
sexual offenses and violence. The College prohibits offenses of
15. Sexual Assault, Domestic Violence, Dating
Violence and Stalking on its campuses and has developed
policies and procedures to be followed once it
has been determined that a sexual offense has occurred.
A list of resources is available at
https://www.mdc.edu/preventsexualviolence/know-your-
rights.aspx.
If you wish to report misconduct or have questions about school
policies and procedures regarding
Sexual Assault, Dating Violence, Domestic Violence and
Stalking, please refer to MDC’s Title IX
Coordinator and/or for more information, please review the
procedure with contact listing information at
https://www.mdc.edu/policy/Chapter1/01-I-20-Non-Substantive-
Revised-8-17-16.pdf
HEALTH / CPR REQUIREMENTS:
Please refer to School of Nursing Orientation Manual. Students
must adhere to the requirements for
clinical as per school policy.
REQUIRED TEXT
• ATI Review Module: RN Community Health Nursing (Edition
16. 7.0) (e-book available)
• ATI Review Module: Nutrition for Nursing (Edition 6.0) (e-
book available)
MEANS OF OUTCOME ASSESSMENT
Lectures, Seminars, Forums, Guided-Discussions, Student
Presentations, Case Studies, Exams,
Remediation, and Written Assignments
EVALUATION/GRADING SCALE
The course grade scale is outlined below:
GRADE PERCENTAGE
S Satisfactory
U Unsatisfactory
A student who earns a grade of satisfactory:
• Safely executes psychomotor skills.
• Applies previous learning to Community Nursing.
• Gathers data about the community systematically.
• Uses therapeutic communication with patients, families, staff,
peers, and others.
17. • Applies critical thinking to nursing care situations with
community nursing.
• Is self-directed
• Meets all objectives in Core Components (see evaluation tool)
A student who earns a grade of unsatisfactory:
• Fails to transfer previously learning.
• Uses communications patterns that are angry, judgmental,
disrespectful, familiar, false, or otherwise
inappropriate.
• Violates policies of affiliating agency and/ or College.
Unsafely executes psychomotor skills.
• Fails to act on constructive feedback.
• Fails to meet course objectives due to excessive tardiness or
absence.
• Fails to meet all objectives in Core Components (see
evaluation tool)
https://libraryguides.mdc.edu/c.php?g=6368 97&p=4456609
https://www.mdc.edu/preventsexualviolence/know-your-
rights.aspx
https://www.mdc.edu/policy/Chapter1/01-I-20-Non-Substantive-
Revised-8-17-16.pdf
NUR 2680L – Introduction to Community Health Nursing is
18. structured to provide students with an
opportunity to expand on the previous knowledge gained from
caring for clients in acute care and/ or
extended long term care settings. Registered nurses must also
meet the needs of clients who may not
access traditional avenues of care. This course allows students
to gain insight into the way nurses practice
“outside the walls” of traditional sites to reach clients where
they work, live, and play in the community.
Students develop strategies and implement services to promote
health and prevent illness. The course is
also designed to increase your awareness of professional
nursing values, ethics, and civic responsibility. It
gives students the opportunity to use nursing expertise to
provide service-learning to individuals, families,
and target populations in collaboration with community
partners.
Through these experiences’ students can raise their awareness
of community health issues become
advocates for change. Students can act as change-makers as
they provide meet the needs of the community
through the opportunities to provide service. Students expand
their learning and professional development
19. as they reflect on these experiences (exploring personal values,
professional behaviors, and commitment
and to the community). This embodies the principles of
service-learning.
COURSE REQUIREMENTS
The exploratory course requires a minimum of 40 hours of
community health nursing, education, and
teaching in a directed/self-directed format. The course spans 12-
16 weeks and consists of three segments:
The hours are portioned into three (3) distinct segments:
A. Mandatory Lecture Hours (7hrs)
B. Instructor-Assigned Class Activity Hours (10hrs) –Includes
Standardized Exams &
Remediation.
C. Community Service-Learning Activity Hours (23hrs)
Requisite Components
• Activities Log: Students must maintain a detailed log
throughout the course to serve as a record of
all activities (Mandatory Lectures, Instructor- Assigned
Activities, & Service-Learning Activities).
20. Each entry in the log should be signed off or verified by the
assigned clinical instructor. Students
must provide a signature, certificate, or letter from any
community partners depending on the
activity.
• Personal Reflection Journals discussing the experience
(Specific Questions to be addressed in the
journal entries are provided).
• Terminology (these are provided): Students must define
specific vocabulary and may utilize these
terms in the journal entries to demonstrate understanding.
• Community Needs Assessment: Students are required to
conduct a community needs assessment
and write a scholarly paper detailing the results (an outline is
provided).
• Final Portfolio: The student will submit a portfolio document
with all the course requirements
listed above.
• Course Evaluation: Students will complete the course
evaluation at the end of the semester.
21. PRACTICE ASSESSMENTS AND REMEDIATION:
1. Students will complete the following items on the ATI
platform:
Practice Assessments and Remediation
Practice Assessment A Remediation Plan Practice Assessment B
(Results will generate a
remediation plan)
(Student must complete 3
handwritten critical thinking points
on each of the tiles)
(Taken after completion of the
remediation plan)
2. At designated times during the course, the student will take
the mandatory Practice Assessments.
22. 3. The results of the Practice Assessment A will generate
mandatory remediation plans based on the
student’s individualized performance.
4. The student must complete the Remediation Plan with the 3
critical thinking points (handwritten)
for each tile prior to taking the Practice Assessment B.
5. Students scoring less than 70% on a Practice A exam will
complete the remediation above and will
complete additional remediation on the ATI platform as directed
to address gaps in learning.
6. Students will earn two (2) hours towards the 10 hours of
required Instructor Assigned Class
Activities for completing all required practice assessments and
remediation plans
(1 hour for the Community Health assignments and 1 hour for
the Nutrition assignments).
7. To earn the designated hours, students must complete ALL of
the outlined requirements (1-6
above), no partial hours will be granted.
8. Missed exams will be considered a clinical absence (please
review clinical absentee policy in
Student Handbook)
23. Professional Attire for Community Service-Learning
Activities/Projects:
1. Students must wear community health nursing t-shirt, green
scrub pants, white shoes
2. All students must wear their MDC student badges.
3. Adhere to the standards in the Student Handbook: regarding
hair, nails, and jewelry
Please remember—you are a representation of MDC – School of
Nursing when you are out in the
community.
COMMUNICATING WITH FACULTY / GROUP MEMBERS
All Community Health Nursing Faculty are available via e-mail
or telephone.
Refer to the information listed in the Syllabus.
It is required to have an MDC email address to provide secure
communication. If you do not have an mdc
e-mail account, the Student Success Center personnel can help
you get one free of charge, please make
sure this is present as your official email account on file.
24. COURSE REQUIREMENTS: ASSIGNMENT SPECIFICS
The following information goes into more detail regarding the
course requirements listed previously to
successfully complete this course.
MANDATORY LECTURE HOURS (7 Hours)
Mandatory Lectures will provide 7 hours towards the total
course requirements of 40 hours and attendance
to each is required for NUR 2680L. Failure to attend these
sessions could jeopardize success in this
course. With the approval of the Faculty member, students may
attend the required seminars at a different
time than originally scheduled for their group if a conflict
should arise.
Orientation Lecture to NUR 2680L: Faculty will orient students
to the course requirements, learning
platforms, and an overview of Community Health Nursing.
25. Civic Engagement Lecture: – The MDC- Institute for Civic
Engagement & Democracy (iCED) will
provide a presentation focusing on service learning, the needs
of our society as a whole; and what it means
to be civically engaged as members of this democratic society.
Community Health Nursing Lecture: – The presentation
discusses health promotion and disease
prevention including primary, secondary, and tertiary care and
public health. It also includes information
on conducting a focused Community Needs Assessment.
Healthy People Lecture & Nutrition Lecture: These
presentations orient students to the national health
goals based on the Healthy People platform and the current
topic areas/ objectives. The nutrition
presentation provides students with an overview to facilitate
health promotion and disease prevention in
the population.
Students must write a journal entry for each of the mandatory
lectures according to the course criteria.
COMMUNITY HEALTH NURSING SERVICE-LEARNING
26. HOURS (23 Hours)
Service- Learning activities will provide 23 hours towards the
total course requirements of 40 hours.
Course assignments and community partnerships will focus on
activities related to the care of individuals,
families, or vulnerable populations within the community.
Students will be involved in the preparation and delivery of the
service-learning activities with supervision
and guidance from faculty or community partners.
Requirements for this segment include 23 hours of
service learning.
• Students may not conduct any hands-on activities at a site
unless an instructor from Community
Health Nursing is present (Vital Signs, Screenings- glucose,
lipids, etc.).
• During strict remote learning students are NOT allowed to
participate in ANY on site or face to
face activities with community partners as part of NUR 2680L.
• Students must record their service activity hours on the log
sheet provided. Clinical Instructors
must be able to verify student activity. Verification from
community partners may be submitted in
27. the form of a certificate, letter, email, or signature.
• Activity logs must be kept current and be presented for faculty
review upon request.
• If a student cannot longer attend an event with a community
partner that they have committed to
participate in, then the lead faculty/or clinical instructor must
be notified as soon as possible, which
can be counted as an absence from clinical.
• Students will discuss their experiences with classmates in live
meetings or the discussion board at
the discretion of each clinical instructor.
Students must write a journal entry for each of the service-
learning activities according to the course
criteria. If a community partner requires multiple days of
attendance- students write an entry for each
engagement.
PROCEDURE FOR SELECTING/SCHEDULING SERVICE-
LEARNING PROJECTS AND
28. ACTIVITIES
• All service-learning activities for this course must be
approved. Activities will be provided and
communicated to students via the clinical instructor or course
leads.
• Approved activities are posted on the Community Board and
new opportunities will be provided
via course announcements or emails.
• If students have additional community partners or events that
seems appropriate, they must email
their instructor and course lead so that these may be approved.
• Participation in an unapproved activity may result in those
hours not being counted towards the
service-learning.
• Not ALL activities with a community partner are approved for
NUR 2680L service-learning even
when MDC has an established relationship with the community
partner.
• Students are required to sign up for service-learning activities
with our community partners as
directed.
• Students are responsible for checking their MDC email and the
29. NUR 2680L course for events.
Additional training or lectures related to Community Health that
become available during the course may
count towards either Observational Service- Learning Hours (up
to 4 hours) or Instructor-Assigned
Activity Hours at the discretion or approval of the assigned
clinical instructor.
ATTENDANCE AT COMMUNITY HEALTH NURSING
PROJECTS/ACTIVITIES
When a student signs up for an activity or project there is an
expectation that the student will fulfill this
professional responsibility. If unable to attend the event, the
student is to notify the lead faculty and
their assigned clinical instructor via e-mail. For same day
emergencies, students should call the lead
instructor. If a student is absent from a service-learning
activity for which they have committed, this
will be counted as an absence and will reflect unprofessional
behavior. As per the MDC absentee
policy, more than 2 absences (or withdrawals from an event)
will result in an automatic grade of
unsatisfactory. Therefore, please make sure that you check
30. potential obligations prior to signing up
for a service-learning activity. As with all clinical courses,
instructors reserve the right to require an
alternative assignment to be completed by the student.
EXAMPLES COMMUNITY SERVICE-LEARNING
ACTIVITIES
While engaging in service-learning activities with our
community partners, students can expect to do
some of the following activities.
Teaching-
• Safety
• Nutrition
• Proper Diets
• Personal Hygiene
• Health Promotion & Disease Prevention
• Create educational posters to be used at Health Fairs and
community partner sites
31. • Create educational pamphlets
Planning Activities
• Coordinate a Health Fair with faculty member
• Coordinate a Service-Learning Project with faculty guidance
• Coordinate with Community Partners to distribute resources
effectively
• Coordinate with Community Partners to facilitate Health
Promotion Disease Prevention Events/
Outreach
Observational Service- Learning Activities (up to 4 hours total)
Attend on-campus and off-campus sessions as approved by the
assigned instructor that are
observational or focused on professional growth as a future
nurse. Examples include: Mental Health
Seminar, Opioid Dependence Seminar, Professional Nursing
Organization Meetings
PROFESSIONAL BEHAVIORS
Professional Behaviors are the actions expected of all nurses
and nursing students, which reflect the values,
rules, and practices of nursing. Refer to the School of Nursing
32. Manual of Clinical Performance
Professional Behaviors and the Clinical Evaluation Tool. These
actions must be demonstrated throughout
the course. Deviations from professional behaviors may result
in a failing clinical grade, and/or withdrawal
from the program.
INSTRUCTOR ASSIGNED CLASS ACTIVITIES (10 Hours)
Instructor-Assigned Class Activity hours will provide 10 hours
towards the total course requirements of 40
hours and provide students with an opportunity to share their
community nursing
experiences/projects/progress as a group. These segments are
generally one or two hours in duration and
are facilitated by clinical faculty. Instructor assigned class
activities cannot be substituted by any
other activity conducted within the program. If students do not
attend or participate in an
Instructor Assigned Class Activity by the assigned date this is
considered an absence. Students may
receive prior approval from their assigned clinical instructor for
adjustments if a conflict arises.
Students are not permitted to complete Instructor Assigned
33. Class Activity hours with another instructor
without prior approval from their assigned instructor. Faculty
will announce dates/times of Instructor
Assigned activities in advance to their clinical groups. Students
will receive a total of two (2) hours
towards the Instructor-Assigned Class Activities for completing
the mandatory Practice Assessments and
Remediation (1 hour for Community Nursing and 1 hour for
Nutrition). No partial hours will be given.
PERSONAL REFLECTION JOURNAL
In addition to the designated activities conducted during this
course, each student is required to keep a
Personal Journal that will be submitted as requested by the
assigned instructor. Journals must be kept
current. Journal entries must be completed for the Mandatory
Lectures and Service- Learning Activities.
Individual Instructors may request entries for the Instructor
Assigned Activities as well. Each entry must
34. include the following information:
JOURNAL CRITERIA:
• The Type of Activity (Mandatory Lecture, Service- Learning,
or Instructor- Assigned)
• The Date, Total Hours and the Contact Person (Name & phone
number or email address)
• A paragraph for each of the following questions:
1. What did I do? (brief description of activity)
2. What did I learn from this activity?
3. How did this activity impact my development as a future
nursing professional?
4. How did this activity address a specific Healthy People topic
& objective?
5. How did this activity address the community health nursing
course competencies and program
learning outcomes?
Journals should be current and ready for submission as per
faculty or course calendar. Journals not turned
in on time are considered unsatisfactory. Please refer to
Professional Behaviors. Journals must meet the
course criteria. Students should revise their journals based on
instructor comments prior to submitting
35. them in the final portfolio.
FINAL PORTFOLIO:
All course activities should be compiled into one Microsoft
Word document or a 3- ring binder and be
submitted along with the Activities Log. The complete journal
must be turned in at one time. Guidance can
be provided by the assigned clinical instructor prior to turning
in the portfolio. The following items should
be included:
• Reflective Journal Entries that follow the guidelines in the
syllabus
• Terminology Definitions
• The Community Needs Assessment Paper (QEP)
QEP ASSIGNMENT: COMMUNITY NEEDS ASSESSMENT
PAPER
For this scholarly paper, the student will complete a Community
Needs Assessment and identify a gap or
need that is present. To do this, the student will use
observational and objective research data to analyze
the strengths and weaknesses of the neighborhood or target
population. Students should utilize the
36. community assessment components (People, Place/Environment,
and Social Systems) as detailed in the
ATI Community Review Module and in the Community Health
Nursing lecture. The guidelines for the
paper are listed below: During strict remote learning, the
Community Needs Assessment Paper will be
done on the student’s own neighborhood.
Describe the Community
1. People (demographic data and biological, social, and cultural
factors)
2. Place/Environment (physical and environmental factors)
3. Social Systems (health systems, economic factors, resources,
and services)
Research and Analysis of the Community
• Conduct a windshield survey of your neighborhood.
• Analyze the data on your community (the windshield survey
information along with any data
and statistics you found).
• Identify your community's needs and strengths.
37. • Identify a community health program/resource that your
community could utilize to alleviate
the needs you have indicated.
• Summarize how this community health program/resource helps
meet the Healthy People
2030 initiatives.
• Reflect on what you learned from the assignment and how it
will impact your practice in the
future.
Requirements:
• Your paper must be APA format and at least 750 words not to
exceed 1000 words.
• Double space your paper and use Times New Roman 12-point
font and 1” margins.
• Proofread your paper; visit and present proof of seeing a
writing tutor before
submitting your paper to “Turn-it-in”.
• A minimum of two (2) scholarly references (ex. Healthy
People 2030 and Center
for Disease Control) must be used. APA format must be used in
citing and
referencing sources.
38. (Provide the reader with an outline (in narrative form) of what
you will accomplish in this paper.)
Introduce the community being assessed (zip code, location,
boundaries, type of dwellings). Give a
very brief overview of some of the needs in your community
that you discovered as a result of this
study. What could be the role of community health nursing to
meet these needs?
Community Data
(Make sure to cite reliable and professional sources- Healthy
People, US Census, Miami Matters, etc)
People: Based on your research, discuss the community
demographics, social factors, and cultural factors.
This includes who makes up the community, the socio-economic
status, and cultural influences. Also
include your observations from the windshield survey.
Environment: Discuss the physical and social environments that
can affect health. This includes
discussing available public spaces (parks, playgrounds, gardens)
and are the spaces clean and maintained
39. or littered? Include observations from the windshield survey
such as the availability of bike lanes,
streetlights, or sidewalks (are they maintained or cracked?)
Other environmental factors to consider are
signs, billboards, and graffiti. Are there concerns with air,
water, or noise pollution? Is violence an issue
or does it feel safe?
Social Systems: Discuss the health systems available (hospitals,
urgent care, assisted living, pharmacies),
resources (buses/trains, grocery stores, farmers’ markets, places
of worship, schools, childcare, food
pantries, fast food vs healthy food options) and services (police,
fire, gyms, YMCA, museums, cultural
centers).
Recommendations
Identify an organization or program within the community that
aims to address the need(s) you
have discussed. Present the organization’s mission or vision and
discuss how it relates to the
Healthy People goals? Give an example of a specific topic
objective that it aims to meet.
(Remember to cite Healthy People within your paper and in the
reference page.)
40. Summary
(Summarize the most important points and draw any final
conclusions about topic).
State the priority needs (top 1 or 2) that have been identified by
conducting this community needs assessment.
Explain how this need makes the community vulnerable to
negative health outcomes and how nurses could
help meet this need.
Reflection
(In this section, you may now begin to write in first person (I,
me, my).
Address the following questions in a narrative fashion:
• Explain how learning about a windshield survey and
conducting one has affected the way that you
view communities in general or this community specifically.
• How can nursing as a discipline advocate for communities like
this to address the needs
identified?
• Identify three opportunities that you as a future health care
professional could seek out to become
civically engaged within your community.
• How do you think the role of community health nurses will
evolve in the future?
41. Analysis
Based on all the information you have gathered through
research and observation, identify a few strengths of
the community. Identify the top 1 or 2 needs that you would
recommend focusing on. Discuss why those
needs should be the priority focus. Explain how it relates to a
Healthy People topic and goal.
(Remember to cite Healthy People within your paper and in the
reference page).
NUR2680L Community Needs Assessment QEP Paper
TEMPLATE
Students should complete all sections of the paper prior to
seeing the writing tutor for feedback.
Students should utilize this feedback from the writing tutor to
make any adjustments to the paper before
submitting it to their assigned instructor for grading. The
outline provided below offers a clear example of
how to organize the required information into a paper format.
42. Remember students must attain a grade
of 77% or greater on this paper in order to successfully
complete this course.
ROLES AND RESPONSIBILITIES
Student’s Role:
The role of the student, during the Community Health Nursing
Clinical experience will be to:
1. Complete the required course assignments and submit them
by the due dates
2. Adhere to all MDC, BLSON, and Community Partner policies
and procedures
3. Read the required textbook assignments and be prepared for
Instructor Assigned
Class Activities, and ATI Exams
4. Demonstrate professional and ethical behavior at al l times
5. Do not provide direct hands-on client care without a School
of Nursing Faculty member present
(i.e. BP’s, Fingersticks, Cholesterol Screening)
43. 6. When providing direct client care, report any abnormal
findings to BLSON Faculty member for
follow-up
7. Utilize and check their MDC email at least daily to keep
updated regarding events or course
changes
8. During Strict Remote Learning- Do not engage in any person
activities. Students will be notified
by their clinical instructor or course lead if this status changes
Faculty Role:
The role of the BLSON Lead Faculty for an event, during the
Community Health Nursing clinical
experience, will be to:
1. Update students regarding Service-Learning opportunities
2. Contact the Course Lead & Community Partner prior to the
event to coordinate
requirements
44. 3. Coordinate/ organize the supplies necessary for the event
(equipment, literature, transport
to event site)
4. Facilitate setup and organization at the event site & maintain
a sign in sheet on the
Community Event Reporting Form
5. Discuss with students the target population and expectations
prior to the start of the event
6. Assign students specific tasks and coordinate flow of activity
as needed
7. Follow-up with any abnormal findings and referrals as needed
8. Verify student’s Service- Learning Activities Log Sheet
9. Coordinate return of supplies and equipment back to
respective areas in a state that is ready
for another event
10. Distribute the Community Event Reporting Form to the
Course Lead and appropriate instructors
45. Going Green: A Trend for Businesses
Rachel White
Gateway Community College
ENG 103 Business Communications
Dr. Hooper-Simanga
February 12, 2021
Abstract:
Going green, environmental sustainability, and eco-
friendly are all terms that have become prevalent in the news,
social media, and the business world. There is a growing
demand for eco-friendly companies and products to achieve the
46. green lifestyle. How does going green benefit a business? From
tax breaks to grants and lower energy bills the monetary
advantages are vast. How popular is the green initiative? 88% of
consumers want brands to help them be more eco-friendly
(Townsend, 2018). What does this mean for you as a business?
More customers, more sales, and lower operating costs over the
life of the business.
Environmental sustainability has become a popular topic
over the last several decades. Sustainability and going green is
no longer just for the individual household. Business and
government entities are following suite and finding ways to
become more sustainable in all aspects of their business.
Sustainable business is not just a trend that will fade with time.
It is an answer to the growing demand on the natural resources
and rising costs of owning and running a business. From
entrepreneurs and small businesses to large corporations,
businesses are meeting new demands with innovative practices
that not only save them money but bring in a new customer
profile.
47. What is Environmental Sustainability?
Environmental sustainability is acting in a responsible manner
to maintain the natural resources the planet provides and doing
so in a manner that does not jeopardize future generations
(Evans, M. 2020). For businesses this means implementing
practices that conserve energy, reduce product and material
waste, and lower their pollution outputs. For decades businesses
have operated with no regard for the environment. However,
due to government regulations and the changing perspective of
the general population this is no longer a feasible way for
businesses to run.
The Environmental Protection Agency was created by the
United States Government in 1970 to create regulations to
protect the environment from human factors. Some of the more
notable regulations that involve businesses is the Clean Air Act,
Clean Water Act, Toxic Substance Control Act, the Superfund,
and the Federal Insecticide, Fungicide, and Rodenticide Act.
The EPA creates regulations to help them enforce laws and
creating a standard that must be met by affected parties. The
EPA’s mission is to help Americans have clean air, land, and
water, help in the effort to reduce environmental risks, enforce
laws to protect health and the environment, allow access to
information to mitigate these risks, ensure cleanup, and create
regulations pertaining to chemicals (Our Mission, 2020).
Businesses who do not meet the standard requirements
mentioned in their laws are subject to fines, penalties, and jail
time. Governmental enforcement is not the only reason for
businesses to go green. The benefits to businesses regardless of
size are vast.
Economic Benefits
One of the benefits of going green is of monetary value.
Reduction of energy waste leads to money saved. Switching to
LED lights, setting them on motion sensors, turning off or
unplugging computers and equipment, replacing filters in the
HVAC unit, switching to solar power, lowering water use and
waste, and using energy monitoring technology are all ways to
48. reduce energy waste. The benefits may not be seen up front but
in the long run energy reduction means lower bills and that
lowers operating costs.
There are many government programs that give businesses
a tax break and rebates if they switch to certain energy
reduction systems. The government and other entities also
provide grants to help businesses go green. The Small Business
Administration provides financial help to businesses that
provide green solutions in the constructions of buildings and
homes and retrofitting existing structures (Green Business
Bureau, 2019). The government gives a tax break for the use of
vehicles that meet certain fuel efficiency standards (Green
Business Bureau, 2019). Many areas offer tax credits for the use
of solar, hydro, and wind power (Green Business Bureau, 2019).
Some businesses even buy other businesses waste to turn it
into a new usable product. The Association of Plastic Recyclers
has a database of businesses that take plastic waste and provides
information to businesses on reduction in plastic use and ways
to reuse or sell plastic waste (2020). Businesses can reap the
benefits of buying recycled products or selling their own waste.
Another waste reduction technique is switching to cloud-based
storage instead of paper, this decreases the expenses associated
with supplies that are needed. It also lowers the need for paper
shredding and having outside companies come in to remove or
shred sensitive documents.
The cost savings for going green can add up. In one study,
Kolodny with Techcrunch (2011) ran the numbers and found
that:
Over 90 percent of companies realized cost savings as a
direct result of their green programs: 78 percent of them
saved on electricity, 68 percent on heating and cooli ng, 68
percent on paper, and 60 percent saved on water. About 9
percent of companies with formal green programs said they
failed to save money thanks to their initiatives in 2010.
Not only does the reduction in waste increase a business’s
budget but it brings in new customers. More customers mean
49. increase sales. The overall savings and increase in revenue are
an advantage for businesses.
New Customer Profile
A recent study found that organic food sales increased by
11.3% while overall food sales grew by 3% (Sena, 2020).
Another study found that within 60 countries, 55% of people
were willing to pay more for goods from environmentally
conscious companies (Sena, 2020). 70% of polled consumers
from the U.S. and Canada stated they think being eco-friendly is
important in a brand (Bekmagambetove, 2020). As the Gen Z
demographic (population born between 1996 and early 2000s)
continues to display more buying power, sustainability and
green products are high on their purchase list. The younger
generation of adults tend to care more about the environment
and make buying decisions based off that focus. Those in the
Gen Z category make up approximately a third of the world’s
population and are now having children of their own. Making
them a large target market for businesses across the world.
Over the past several decades the views on environmental
sustainability have shifted. Federal and state governments are
making changes in policies and laws to reflect this. Consumers
are changing their personal habits to reflect their views as well.
Businesses have been making changes, but consumers want
them to do more. Consumers cannot support their beliefs and
habits without products that help them do so. Consumers want
products that help them live an eco-friendly green lifestyle.
Many businesses are meeting that need but many are not. By not
meeting this ever growing demand a large target market is lost.
Gaining that market back in the future may deem difficult once
brand loyalty is established elsewhere.
Forbes featured this graph in a 2018 article showing that 88% of
consumers from the U.S. and U.K. want brands to help them
become eco-friendly. Though the polled group was small it does
represent a growing consumer mindset. One of the main goals of
a company should be serving their consumers. Giving
consumers what they want, when they need it is what keeps a
50. business running and builds brand loyalty.
Consumers are wanting brands with an eco-friendly
purpose and that operate sustainably, use products that are
sustainably sourced, natural, and fresh. Consumers also want
companies to use environmentally friendly packaging that is
made from recycled materials, is biodegradable or can be
recycled (Green Business Bureau, 2019). Not only do customers
want the brands to be sustainable and eco-friendly; they want
products that help them become the same.
Conclusion
There are many trends within business, many of those
trends can greatly increase the success of a business. Regardless
of what the beliefs are behind environmental sustainability, the
environment in general, and our impact on it. Going green as a
business is a trend that could make you successful and increase
monetary gains. The savings from having green initiatives at the
workplace in addition to increased sales of green eco-friendly
products allows your business to operate smarter. Increasing
customers and sales is what most businesses need. The green
trend has evolved over the past several decades and with
government intervention on the rise it seems to be staying
around for quite some time. Not following the green trend could
financially hurt your business and cause the loss of customers.
Going green and becoming eco-friendly may be a trend that can
no longer be ignored in the future.
51. References
Bekmagambetova, D. (2020, January 10). Two-Thirds of North
Americans Prefer Eco-Friendly Brands, Study Finds. Barron’s.
https://www.barrons.com/articles/two-thirds-of-north-
americans-prefer-eco-friendly-brands-study-finds-51578661728
Evans, M. (2020, July 8). What Is Environmental
Sustainability? The Balance Small Business.
https://www.thebalancesmb.com/what-is-sustainability-3157876
Green Business Bureau. (2019, June 17). Financial Benefits of
an Eco-friendly Business.
https://greenbusinessbureau.com/blog/financial-benefits-of-an-
eco-friendly-business/
Kolodny, L. (2011, April 11). Number of U.S. Companies With
Green Programs Increased 54 Percent in 2010. Techcrunch.
https://techcrunch.com/2011/04/11/2010-green-workplaces-
survey/
Our Mission and What We Do. (2020, September 23). US EPA.
https://www.epa.gov/aboutepa/our-mission-and-what-we-do
Sena, M. (2020). Green Industry Analysis 2020 - Cost &
Trends. Franchisee Resource Center.
https://www.franchisehelp.com/industry-reports/green-industry-
analysis-2020-cost-trends/
The Association of Plastic Recyclers. (2020). The Association
of Plastics Recyclers | About. https://plasticsrecycling.org/about
Townsend, S. (2018, November 21). 88% Of Consumers Want
You To Help Them Make A Difference. Forbes.
https://www.forbes.com/sites/solitairetownsend/2018/11/21/con
sumers-want-you-to-help-them-make-a-
difference/?sh=467d28e96954
52. Running head: A TREND IN BUSINESS
2
A TREND IN BUSINESS
2
A Trend in Business
Lekeicia Anderson-Spight
Eastern Gateway Community College
February 19, 2021
Table of Contents
Abstract 2
Introduction 2
Methodology 3
e-books 3
Open Educational Resources 5
Results 5
Analysis and Recommendations 6
Conclusion 6
References 8
Abstract
The cost of textbooks has increased more than twice the
inflation of the US in the last two decades. Students are
subjected to the responsibility of purchasing books after the old
versions have been revised. Nevertheless, the costs have
53. increased with reduction in the number of years the books are
being revised. The costs are unbearable to students and
correspondingly, students have shifted to electronic book. This
system is more advantageous as it is cost effective and easily
accessible. Stable network is only required for downloading and
students can share and read offline. Open Educational Sources
are learning, teaching, and research materials available in any
media (digital) which reside in the public domain or have been
released under an open license that allows no-cost access,
adaptation, use, and dissemination by other individuals with
limited restrictions. Future improvement to e-books are
expected to soothe learning process.
Introduction
The cost of textbooks has increased more than twice the
inflation rate over the last two decades in the united states of
America. The main reason for this increase in inflation is
because of the increase in the demand of the textbooks as they
cycle of revision of the textbooks have been currently reduced
to three to four years, regardless of whether any update was
needed in the earlier editions. Reduction in the number of years
of the revision cycle means that textbooks will be required by
learners more frequently therefore increasing the demand of
books. This consequently leads to demand-pull inflation.
Alternatively, to minimize the cost of purchasing new books
students are advised to sell their books of the previous editions
to the booksellers and get money to purchase new books. This
correspondingly, has increased the rate of growth and
development of the market of the old books in the United States
of America.
The second reason why the prices of books have increased,
is because of the enhanced provisions of extra instructional
materials such as software and workbooks have added up to the
upsurging prices of books. Currently, books are accessible in
both bundled and unbundled versions. Another factor that
contributes to the purchase decision is the decision made by the
faculty staff members on the textbooks. Faculty members
54. choose to assign students with their own textbooks with their
vested interest. Public institutions face increasing scrutiny of
the cost of higher education and possible conflicts of interest
with this policy on faculty assigning for purchase of their own
textbooks in classroom. When they choose a textbook, the
college is guided by the learners’ education interests and cost
concerns and some cannot imagine any colleague acting in an
ethically questionable manner.Methodology
Correspondingly, the professor who is the course
coordinator for multisession course, is responsible for choosing
the textbook for all areas taught by adjuncts. The professor
establishes custom edition by choosing textbook from another
author’s textbook. When faculty members choose textbooks of
their interest for students, they have very little concern about
the cost of such books. Therefore, it becomes the responsibility
of students to meet the costs of the textbooks assigned by their
professors.e-books
On the other hand, the e-book business has experienced
growth in double digits. An electronic book, is a digital file
encompassing a body of images and texts proficient for
disseminating electronically and displaying on-screen in a way
similar to the printed book. Electronic books are often created
by converting a printer’s source files to formats optimized for
effortless downloading and on-screen displaying. E-bool
businesses often set up their own websites and sell their books
online directly. For instance, they can make PDFs, MS,
available for their readers. The main reason why the e-book
business is growing rapidly is that the cost of the book is at 50
percent compared to the conventional books. The key difference
is based on the advantages of e-books. Electronic books are
much more affordable that printed books, they have several
visual aids such as graphs for learners to understand content
easily, easy to make updates, low printing and publishing costs,
and convenient for readers to make electronic notes, search and
bookmarks. Correspondingly, the awareness of the end users
and utilization of the electronic books with faculty members
55. have registered a potential growth (Siegenthaler, 2019).
There has been a shift in the preference of the students to
new electronic books from conventional books due to a spark of
advantages associated with electronic books. The focus has
shifted to establishing and adopting open education resources
because they offer access to retain reuse, and dissemination of
materials such as curriculum and lecture notes. Students are
shifting to e-books because these books simplify and enhance
overall learning experience. Electronic books also make
learning process very attractive and engaging. Students can
participate in learning process instead of listening to one person
talking continuously. Students shifted away from buying
lifetime access and towards renting e-textbooks purposely to
save money. Students realized that much money is wasted in
purchasing conventional textbooks that last for a short while
and get revised. After revision, they are then expected to
purchase another textbook. Also, conventional textbooks are
more expensive compared to electronic books. Therefore,
shifting to e-books help them save some significant money and
improve their general learning process.
Open Educational Resources
The focus has swiftly shifted from publisher-generated
electronic/printed format books to establishing and adopting
Open educational resources. Open educational resources are
learning, teaching, and research materials available in any
media (digital) which reside in the public domain or have been
released under an open license that allows no-cost access,
adaptation, use, and dissemination by other individuals with
limited restrictions (D’Antoni, 2019). Establishment and
promotion of the open educational resources is always
motivated by an anxiety to give an alternative or enhanced
educational paradigm. Retain means the right to make and own
many copies of the content, reuse, means the right to apply the
content in a vast range of ways, revise, means to adapt, modify,
and alternate content, remix means the right to link original or
56. revised content with a different material to develop something
new. Finally, redistribute, means the right to share copies of the
original content with other individuals/students. In open
educational resources, there is an emerging trend effort by some
approved educational institutions to give free certifications, or
attainment badges, to document and recognize successful
completion of participants. Examples of the open educational
resources range from personal videos, lecture notes to
comprehensive materials such as textbooks and curriculum.
Results
OERs is becoming very prominent with students,
educational institutions, and professors because the resources
are freely accessible on the open-source app. The first benefit
of the OERs is quick circulation whereby information can be
distributed rapidly compared to content published in journals or
books. Quick accessibility of materials potentially upsurges
timeliness relevance of presented material. OERs also reveal
innovation and talent. This poses a wide audience to learn
research and experiences. These materials can effortlessly be
improved promptly through direct editing by the users or
incorporation of the user’s feedback. They also enhance regular
course content and supplement textbooks and lecture notes in
case of insufficient information in textbooks or lecture notes
(Hylén, 2016). The factors that the researchers could observe
that the UG students have revealed the most significant
utilization of electronic textbooks. Utilization and accessibility
of the textbooks over the phone services have made it effective
and convenient for UG students to obtains and use the
electronic textbooks. Another factor that has influenced the
utilization of electronic books is that they are available to read
offline. The e-book is available to read offline if when you fully
download it to your computer or mobile device. Downloading
the books is done anywhere and anytime when you have a stable
internet connection. These are minimum requirements that
students can easily afford to be able to download and read e-
books offline.Analysis and Recommendations
57. The function of the instructor is very significant during the
selection of learning medium. The electronic textbook
businesses have experienced a rapid growth because most
instructors have recommended the e-book as the best model of
learning or use. The utilization of electronic textbook is
observed in non-technical/general subjects more than in
technical subjects in the current context. However, we believe
that utilization will potentially grow in future with the increase
support of the instructors’ content delivery methodologies
(Mike, 2018).Conclusion
In conclusion, the prices of conventional textbooks are
growing at high rates because of reduced number of years of
revision. Students therefore, are required to purchase new books
after the previous books have been revised. Tis increases the
costs as students have to incur the cost of books. Students are
advised to sell the old books to bookshops and buy new books.
Nevertheless, e-book has proved to be the best methodology of
learning and many students are shifting toward this method.
Shifting to this trend depends on the decision of instructors, but
instructors have shown a positive attitude toward this shift. E-
book is effective in that it is easy to make updates, and easily
accessible than other conventional books (Mike, 2018). Students
are only required to have a stable network to purchase and
download the book online. After downloading, students can use
the books offline and can easily share with others. I also
discussed about Open Educational Resources. Open educational
resources are learning, teaching, and research materials
available in any media (digital) which reside in the public
domain or have been released under an open license that allows
no-cost access, adaptation, use, and dissemination by other
individuals with limited restrictions. The first benefit of the
OERs is quick circulation whereby information can be
distributed rapidly compared to content published in journals or
books. Quick accessibility of materials potentially upsurges
timeliness relevance of presented material.
58. References
Siegenthaler, E. (2019). Improving the usability of e-book
readers. Journal of usability studies, 6(1), 25-38.
Hylén, J. (2016). Open educational resources: Opportunities and
challenges. Proceedings of open education, 4963.
D’Antoni, S. (2019). Open educational resources: Reviewing
initiatives and issues.
Mike, H. (2018). Importance of e-book in education.
MDC BLSON 1/2020 QEP Grading Rubric T.M
MIAMI DADE COLLEGE BENJAMIN LEON SCHOOL OF
NURSING
QEP GRADING RUBRIC
Criteria Score-Exemplary (A)
18.5-20%
Score-Proficient (B)
16.9-18.4%
Score-Developing (C)
15.3-16.8%
Score-Emerging (D)
13.7-15.2%
Score-Deficient (F)
0-13.6%
Introduction States topic
thoroughly with a
59. well-developed
definitive statement
which is consistently
the focal point
throughout the
paper.
States the topic
clearly with adequate
direction for the
paper and is the focal
point for most of the
paper.
States topic but is
too vague or unclear
and focal point not
maintained
throughout the
paper.
The topic is not
clearly defined and
lacks focus
throughout.
Fails to identify the
topic and lacks focus
throughout.
60. Content/Application
of Scholarly
Resources
At least two (2) cited,
scholarly sources
which are current,
(within the last 5-10
years) and relevant,
to the topic. There is
analysis,
(compare/contrast)
of the topic.
At least two (2) cited,
scholarly sources
which are current,
(within the last 5-10
years) and relevant,
to the topic.
However, there is
limited, or no
analysis, (compare
and contrast) of the
topic.
Only one (1) cited,
scholarly source
which is current,
(within the last 5-10
years) relevant, to
the topic. However,
there is limited, or no
analysis, (compare
and contrast) of the
61. topic.
Only one (1) cited,
scholarly source
which is current,
(within the last 5-10
years) relevant, to
the topic. However,
there is no analysis,
(compare and
contrast) of the topic.
There is no cited
scholarly source.
There is no analysis,
(compare and
contrast) of the topic.
MDC BLSON 1/2020 QEP Grading Rubric T.M
Conclusion Thoroughly
62. Summarizes what
was learned from this
assignment and the
particular topic.
Includes if new
knowledge was
gained.
Clearly summarizes
what was learned
from the assignment
and the particular
topic. Includes if new
knowledge was
gained.
Mostly summarizes
what was learned
from the assignment
and the particular
topic. Does not
include whether or
not new knowledge
was gained.
Minimal summary of
the topic.
There is a lack of
summary of the
topic.
Writing Content is well
organized, logical,
and clearly stated
with little, or no
63. grammatical,
punctuation, or
spelling errors.
Content is mostly
organized, logical and
clearly stated and
with minimal
grammatical,
punctuation, or
spelling errors.
Content is somewhat
organized, several
ideas are off topic,
several grammatical,
punctuation and
spelling errors.
Content is fairly
organized, many
ideas are off topic,
many grammatical,
punctuation and
spelling errors.
Content is
disorganized with
numerous
grammatical,
punctuation and
spelling errors.
APA/Content/
Quality of Research
64. Compliant with
current APA
formatting
guidelines.
References are
appropriate and
properly cited within
the paper and on the
reference page. All
references are
included. Minimal
errors are noted.
Good use current
APA formatting
guidelines.
References are
mostly appropriate
and well cited within
the paper and on the
reference page.
Occasional errors are
noted.
Fair use of current
APA formatting
guidelines. Provides
references that may
not be relevant or
appropriately cited.
All sources cited are
not present on the
reference page.
Multiple errors are
noted.
65. Current APA
formatting guidelines
were minimally used.
All sources cited are
not present on the
reference page or
not cited. Many
errors noted.
Current APA
formatting guidelines
were not used. No
references cited.
Numerous errors
noted.
Total Points:
Possible Points: 100
A (93-100) B (85-92) C (77-84) D (76-69) F (69 and below)