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  • [Solved] 500-6

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    Paragraph with at least 100 words each explaining the following which should include a reference for each paragraph. 1. As an educator, you are responsible for fostering a caring classroom environment that promotes acceptance and understanding of differences in culture, cultural heritage, ethnicity…

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    Paragraph with at least 100 words each explaining the following which should include a reference for each paragraph.
    1. As an educator, you are responsible for fostering a caring classroom environment that promotes acceptance and understanding of differences in culture, cultural heritage, ethnicity, language, age, religion, socioeconomic status, gender identity/expression, sexual orientation, and abilities/disabilities.
    Describe how your personal beliefs or biases might affect the classroom culture and social-emotional well-being of students. How can educators advocate for their students even when their own biases and worldviews differ from those in their classroom? Provide one example, with current research, of how an educator can promote social justice within a diverse classroom.
    _**Disclaimer:**_ _As a reminder, this discussion is focused on supporting students, not a forum to discuss personal opinions. Please maintain professionalism in your initial response and responses to peers._
    2. How do you handle a situation where a student confides in you that they are contemplating suicide? They ask you to keep the conversation confidential. What are your ethical responsibilities as an educator in this type of situation? What are the proper channels you must take once the student confides in you?

  • [Solved] optimizing population health assessment 4

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    – ## optimizingpatienthealthassessment4.docx **## optimizingpatienthealthassessment4.docx** Create a slide presentation of the health promotion plan you developed in Assessment 1. Health education is any combination of learning experiences designed to help people in a community improve their health …

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    Assignment Prompt & Instructions

    – ## optimizingpatienthealthassessment4.docx

    **## optimizingpatienthealthassessment4.docx**

    Create a slide presentation of the health promotion plan you developed in Assessment 1.

    Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

    Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).

    This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.

    Note: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.

    References

    Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

    Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

    World Health Organization. (n.d.). Health promoting schools.
    [https://www.who.int/health-topics/health-promoting-schools](https://www.who.int/health-topics/health-promoting-schools)

    In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.

    You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.

    Complete the following:

    Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.

    Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.

    Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

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

    Present a health promotion plan tailored for an individual or group within a community.

    Tailor the presentation to the needs of your chosen community audience.

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

    Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    How do you think participants would react to the session?

    Which aspects of the session would you change?

    How might those changes improve future outcomes?

    Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).

    What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

    Presentation Format and Length

    You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

    The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:

    Title slide.

    Health promotion plan title.

    Your name.

    Date.

    Course number and title.

    References (at the end of your presentation). Be sure to apply correct APA formatting to your references.

    Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.

    Supporting Evidence

    Support your plan with at least three professional or scholarly references published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

    Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

    **## optimizingpatienthealthassessment4.docx**

    Create a slide presentation of the health promotion plan you developed in Assessment 1.

    Health education is any combination of learning experiences designed to help people in a community improve their health by increasing their knowledge or influencing their attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

    Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments that are conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. Also, in times of crisis, a resilient community is a safer community (Flanders, 2018; Office of Disease Prevention and Health Promotion, n.d.).

    This assessment provides an opportunity for you to apply teaching and learning concepts to a hypothetical presentation of a health promotion plan.

    Note: This is the second part of a two-part assessment. You must successfully complete Assessment 1 before completing this assessment.

    References

    Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

    Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

    World Health Organization. (n.d.). Health promoting schools.
    [https://www.who.int/health-topics/health-promoting-schools](https://www.who.int/health-topics/health-promoting-schools)

    In this assessment, you will develop your presentation of the health promotion plan based on the research you conducted for Assessment 1. You will plan the presentation for the community you focused on for Assessment 1.

    You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, your health promotion plan you completed research for in Assessment 1 to your chosen community. In this presentation, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, and evaluate the objectives of the plan. Please remember the nursing process. You must evaluate and revise the plan, as applicable, and propose improvement for future educational sessions. To engage your audience, you need to include any handouts with your presentation and a voice-over recording and speaker notes to communicate your plan.

    Complete the following:

    Prepare a 12–14 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well-organized and submitted as a separate Word document. Be sure to include a transcript of the voice-over (please refer to the PowerPoint resources in the Academic Resources). The transcript must be submitted on a separate Word document.

    Simulate the face-to-face educational session, addressing the health concern and health goals of your selected community individual or group.

    Imagine collaborating with the participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

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

    Present a health promotion plan tailored for an individual or group within a community.

    Tailor the presentation to the needs of your chosen community audience.

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

    Evaluate educational session outcomes and attainment of agreed-upon health goals, anticipating potential input from participants.

    How do you think participants would react to the session?

    Which aspects of the session would you change?

    How might those changes improve future outcomes?

    Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators (LHIs).

    What changes would you recommend to better align the session with Healthy People 2030 objectives and LHIs?

    Presentation Format and Length

    You may use Microsoft PowerPoint or other suitable presentation software to create your slides (PowerPoint recommended). If you choose an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

    The number of slides in your presentation will be dictated by nature and scope of your health promotion plan. Title and references slides are required as follows:

    Title slide.

    Health promotion plan title.

    Your name.

    Date.

    Course number and title.

    References (at the end of your presentation). Be sure to apply correct APA formatting to your references.

    Remember to include a separate Word document of your speaker notes; this needs to submitted with your PowerPoint.

    Supporting Evidence

    Support your plan with at least three professional or scholarly references published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

    Be sure to proofread your PowerPoint presentation and speaker notes before submitting your assessment to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

  • [Solved] 500-supporting social emotional health

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    Educators have the responsibility of fostering caring classroom environments that promote acceptance and understanding for all students regardless of their culture, cultural heritage, ethnicity, language, religion, socioeconomic status, gender identity/expression, sexual orientation, or abilities/di…

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    Assignment Prompt & Instructions

    Educators have the responsibility of fostering caring classroom environments that promote acceptance and understanding for all students regardless of their culture, cultural heritage, ethnicity, language, religion, socioeconomic status, gender identity/expression, sexual orientation, or abilities/disabilities. Additionally, teachers need to be prepared when students or communities experience trauma or adverse situations. Having an awareness of these factors can help educators support an inclusive classroom and students’ social-emotional well-being. Being able to effectively implement strategies for such diversified settings will promote a safe and inclusive environment for all to learn and thrive.
    Create a 12 slide digital presentation for educators on supporting the social-emotional health of students, adverse childhood experiences (ACEs), and incorporating trauma-informed practices into the classroom. Include the following information in your presentation:
    – Discuss the importance of supporting elementary students’ social-emotional health, including during ACEs, and how ACEs can affect students’ learning in the classroom.
    – Describe mental health challenges students can face related to diversity, such as race/ethnicity, color, socioeconomic, sexual identity (LGBTQI+), religion, and disability, and explain how these challenges can affect development and learning.
    – Describe one way teachers can build a positive classroom community and foster a sense of belonging to provide emotional safety for all students.
    – Explain how national events, such as a pandemic, can affect students’ social-emotional health.
    – Provide 2-3 trauma-informed practices that would support students’ social-emotional development in the classroom.
    – Provide at least two community resources to support students struggling with mental health challenges or other ACEs, (e.g., trauma, homelessness, foster care, incarceration, and/or are medically fragile).
    Presenter’s notes are required for each content slide. Presentation must include a title slide at the beginning, and a reference slide with documentation of resources at the end. The title slide and reference slide are not included in the total number of slides.
    The presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.
    Support your presentation with 2-3 scholarly resources.
    You are highly encouraged to use this assignment template that is framed with all the subheadings you need that match the rubric!

  • [Solved] Review/Critique

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    How to write an article Review on Self Care \ img07092025_0001.pdf](https://www.sweetstudy.com/files/img07092025-0001-pdf-10345497 "img07092025_0001.pdf") \ img07092025_0002.pdf](https://www.sweetstudy.com/files/img07092025-0002-pdf-10345519 "img07092025_0002.pdf")

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    How to write an article Review on Self Care
    \
    img07092025_0001.pdf](https://www.sweetstudy.com/files/img07092025-0001-pdf-10345497 "img07092025_0001.pdf")
    \
    img07092025_0002.pdf](https://www.sweetstudy.com/files/img07092025-0002-pdf-10345519 "img07092025_0002.pdf")

  • [Solved] Final Project Green

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    To earn points for your final project, only designs covered in our course should be mentioned. If other designs are included in your responses, your score on the final project will be a 0. In the last section of the final project, you will need to find a peer reviewed journal article to reference. M…

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    Assignment Prompt & Instructions

    To earn points for your final project, only designs covered in our course should be mentioned. If other designs are included in your responses, your score on the final project will be a 0.
    In the last section of the final project, you will need to find a peer reviewed journal article to reference. Make sure your article was published within the past five years, that the DOI link works (or upload a PDF of the article itself) and that your APA formatted reference includes only accurate details about the article you cite. If any of these requirements is missing, your grade on this assignment will be an automatic 0.
    Designs covered in class:
    A-B-A-B
    Multiple Baseline
    Alternating Treatments Design
    Changing Criterion
    Repeated Acquisitions

  • [Solved] 6

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    – ## PAPER6.docx **## PAPER6.docx** You must submit a 3-4 page summary of the assigned readings from this week. This is not the appropriate place to discuss whether or not you enjoyed the material but is instead a means to assess whether or not you understood the material well enough to briefly summ…

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    – ## PAPER6.docx

    **## PAPER6.docx**

    You must submit a 3-4 page summary of the assigned readings from this week. This is not the appropriate place to discuss whether or not you enjoyed the material but is instead a means to assess whether or not you understood the material well enough to briefly summarize it. In other words, do not make your own argument in the summary papers (you will do that on your exam answers), instead summarize the study or key arguments the author(s) is making.

    Read This Readings:

    1. Cole, G. F. (1970). The decision to prosecute. Law & Society Review, 4, 331-344.

    2. Bjerk, D. (2005). Making the crime fit the penalty: The role of prosecutorial discretion under mandatory minimum sentencing. The Journal of Law and Economics, 48(2), 591-625.

    3. Blumberg, A. S. (1967). The practice of law as confidence game-organizational cooptation of a profession. Law & Society Review, 1, 15-40.

    4. Bogira: Courtroom 302 (book)

    PLEASE ADD INTRODUCTION PARAGRAPHS FIRST

    you should be summarizing the methods of the study in more detail.

    Summarize the key findings.

    **## PAPER6.docx**

    You must submit a 3-4 page summary of the assigned readings from this week. This is not the appropriate place to discuss whether or not you enjoyed the material but is instead a means to assess whether or not you understood the material well enough to briefly summarize it. In other words, do not make your own argument in the summary papers (you will do that on your exam answers), instead summarize the study or key arguments the author(s) is making.

    Read This Readings:

    1. Cole, G. F. (1970). The decision to prosecute. Law & Society Review, 4, 331-344.

    2. Bjerk, D. (2005). Making the crime fit the penalty: The role of prosecutorial discretion under mandatory minimum sentencing. The Journal of Law and Economics, 48(2), 591-625.

    3. Blumberg, A. S. (1967). The practice of law as confidence game-organizational cooptation of a profession. Law & Society Review, 1, 15-40.

    4. Bogira: Courtroom 302 (book)

    PLEASE ADD INTRODUCTION PARAGRAPHS FIRST

    you should be summarizing the methods of the study in more detail.

    Summarize the key findings.

  • [Solved] vital signs

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    vital signs and its importance.

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    vital signs and its importance.

  • [Solved] 2

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    – ## Questions2.docx **## Questions2.docx** Questions: (Pick 4 out of the 5 for your exam presentation). 1. Both Cole and Bjerk discuss the role of discretion among prosecutors. Discuss the importance of discretion as they describe it. What implications might this have for the legitimacy of the cou…

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    Assignment Prompt & Instructions

    – ## Questions2.docx

    **## Questions2.docx**

    Questions: (Pick 4 out of the 5 for your exam presentation).

    1. Both Cole and Bjerk discuss the role of discretion among prosecutors. Discuss the importance of discretion as they describe it. What implications might this have for the legitimacy of the court system (consider Tom Tyler's reading)?

    2. Blumberg describes a grim picture of the legal system as a con game. Rather than being adversarial as the U.S. court system was designed, court actors work together to complete their work quickly and efficiently. Compare this to what you read in Courtroom 302. Do you think the practice of law is a con game? Defend your position using the readings.

    3. Without trial is it possible to describe the court system as legitimate (again, consider Tyler's reading)? Does Galanter’s description of the court process fit more into Packer’s Crime Control Model or Due Process Model of criminal processing?

    4. According to Gershowitz and Killinger what are the workloads of prosecutors like around the country? How might this impact prosecutors’ ability to do their jobs? What role might prosecutor workload play in ‘doing justice’ for defendants, victims, and the public?

    5. Bogira paints a portrait of some of the more personal and nuanced day-to-day activities that go into courtroom behavior and decision making. Describe some of the often overlooked aspects of day-to-day court operations (i.e., judges background, public pressures, defense attorney and prosecutorial ambitions, etc.) and how they may affect court outcomes for defendants?

    INSTRUCTION:

    ·
    **Develop a PowerPoint presentation that covers the assigned questions.**

    ·
    **Make sure you are citing the relevant readings from this course.**

    ·
    **Ensure your slides are clear, concise, and visually engaging.**

    ·
    **You need to provide citations to support your claims. What studies/data support your claims? You should be integrating the three empirical studies from the course reading at a minimum into your response.**

    ·
    **Presentation skills – use bulleted points for key area you want to discuss and then elaborate on the points on your own. Make sure you cover each bullet.**

    ·
    **Responses are too vague. Need to demonstrate more depth of comprehension.**

    ·
    **You need to provide citations anytime you make an empirical claim on each slide**

    ·
    **PROVIDE MORE EXAMPLES**

    ·
    **USE ONLY CLASS READING TO SUPPORT YOUR ANSWERS**

    ·
    **Thorough and insightful coverage of all prompts with accurate information and comprehensive analysis. Demonstrates deep understanding of the topics.**

    **Readings:**

    1.
    **Cole, G. F. (1970). The decision to prosecute. Law & Society Review, 4, 331-344.**

    2.
    **Bjerk, D. (2005). Making the crime fit the penalty: The role of prosecutorial discretion under mandatory minimum sentencing. The Journal of Law and Economics, 48(2), 591-625.**

    3.
    **Blumberg, A. S. (1967). The practice of law as confidence game-organizational cooptation of a profession. Law & Society Review, 1, 15-40.**

    4.
    **Bogira: Courtroom 302 (book)**

    5.
    **Galanter, M. (2004). The vanishing trial: An examination of trials and related matters in federal and state courts. Journal of Empirical Legal Studies, 1(3), 459-570.**

    6.
    **Gershowitz, A. M., & Killinger, L. R. (2011). The state (never) rests: How excessive prosecutorial caseloads harm criminal defendants. UL Rev., 105, 261.**

    7.
    **Mitchell, O., Wilson, D. B., Eggers, A., & MacKenzie, D. L. (2012). Assessing the effectiveness of drug courts on recidivism: A meta-analytic review of traditional and non-traditional drug courts. Journal of Criminal Justice, 40(1), 60-71.**

    **## Questions2.docx**

    Questions: (Pick 4 out of the 5 for your exam presentation).

    1. Both Cole and Bjerk discuss the role of discretion among prosecutors. Discuss the importance of discretion as they describe it. What implications might this have for the legitimacy of the court system (consider Tom Tyler's reading)?

    2. Blumberg describes a grim picture of the legal system as a con game. Rather than being adversarial as the U.S. court system was designed, court actors work together to complete their work quickly and efficiently. Compare this to what you read in Courtroom 302. Do you think the practice of law is a con game? Defend your position using the readings.

    3. Without trial is it possible to describe the court system as legitimate (again, consider Tyler's reading)? Does Galanter’s description of the court process fit more into Packer’s Crime Control Model or Due Process Model of criminal processing?

    4. According to Gershowitz and Killinger what are the workloads of prosecutors like around the country? How might this impact prosecutors’ ability to do their jobs? What role might prosecutor workload play in ‘doing justice’ for defendants, victims, and the public?

    5. Bogira paints a portrait of some of the more personal and nuanced day-to-day activities that go into courtroom behavior and decision making. Describe some of the often overlooked aspects of day-to-day court operations (i.e., judges background, public pressures, defense attorney and prosecutorial ambitions, etc.) and how they may affect court outcomes for defendants?

    INSTRUCTION:

    ·
    **Develop a PowerPoint presentation that covers the assigned questions.**

    ·
    **Make sure you are citing the relevant readings from this course.**

    ·
    **Ensure your slides are clear, concise, and visually engaging.**

    ·
    **You need to provide citations to support your claims. What studies/data support your claims? You should be integrating the three empirical studies from the course reading at a minimum into your response.**

    ·
    **Presentation skills – use bulleted points for key area you want to discuss and then elaborate on the points on your own. Make sure you cover each bullet.**

    ·
    **Responses are too vague. Need to demonstrate more depth of comprehension.**

    ·
    **You need to provide citations anytime you make an empirical claim on each slide**

    ·
    **PROVIDE MORE EXAMPLES**

    ·
    **USE ONLY CLASS READING TO SUPPORT YOUR ANSWERS**

    ·
    **Thorough and insightful coverage of all prompts with accurate information and comprehensive analysis. Demonstrates deep understanding of the topics.**

    **Readings:**

    1.
    **Cole, G. F. (1970). The decision to prosecute. Law & Society Review, 4, 331-344.**

    2.
    **Bjerk, D. (2005). Making the crime fit the penalty: The role of prosecutorial discretion under mandatory minimum sentencing. The Journal of Law and Economics, 48(2), 591-625.**

    3.
    **Blumberg, A. S. (1967). The practice of law as confidence game-organizational cooptation of a profession. Law & Society Review, 1, 15-40.**

    4.
    **Bogira: Courtroom 302 (book)**

    5.
    **Galanter, M. (2004). The vanishing trial: An examination of trials and related matters in federal and state courts. Journal of Empirical Legal Studies, 1(3), 459-570.**

    6.
    **Gershowitz, A. M., & Killinger, L. R. (2011). The state (never) rests: How excessive prosecutorial caseloads harm criminal defendants. UL Rev., 105, 261.**

    7.
    **Mitchell, O., Wilson, D. B., Eggers, A., & MacKenzie, D. L. (2012). Assessing the effectiveness of drug courts on recidivism: A meta-analytic review of traditional and non-traditional drug courts. Journal of Criminal Justice, 40(1), 60-71.**

  • [Solved] Assigment .Apa seven . All instructions attached.

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    – ## AlzheimersCaseStudy.docx – ## CaseStudyRubric1.pdf **## AlzheimersCaseStudy.docx** MSN 5550 Health Promotion: Prevention of Disease Case Study Module 4 **Instructions:** Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to p…

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    Assignment Prompt & Instructions

    – ## AlzheimersCaseStudy.docx

    – ## CaseStudyRubric1.pdf

    **## AlzheimersCaseStudy.docx**

    MSN 5550 Health Promotion: Prevention of Disease

    Case Study Module 4

    **Instructions:** Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide a citation for your answers. Must follow APA, 7th ed. format.

    **Due:** Saturday by 23:59 pm

    **CASE STUDY: Family Member with Alzheimer’s Disease: Mark and Jacqueline**

    Mark and Jacqueline have been married for 30 years. They have grown children who live in another state. Jacqueline’s mother has moved in with the couple because she has Alzheimer’s disease. Jacqueline is an only child and always promised her mother that she would care for her in her old age. Her mother is unaware of her surroundings and often calls out for her daughter Jackie when Jacqueline is in the room. Jacqueline reassures her mother that she is there to help, but to no avail.

    Jacqueline is unable to visit her children on holidays because she must attend to her mother’s daily needs. She is reluctant to visit friends or even go out to a movie because of her mother’s care needs or because she is too tired. Even though she has eliminated most leisure activities with Mark, Jacqueline goes to bed at night with many of her caregiving tasks unfinished. She tries to visit with her mother during the day, but her mother rejects any contact with her daughter. Planning for the upcoming holidays seems impossible to Mark, because of his wife’s inability to focus on anything except her mother’s care.

    Jacqueline has difficulty sleeping at night and is unable to discuss plans even a few days in advance. She is unable to visit friends and is reluctant to have friends visit because of the unpredictable behavior of her mother and her need to attend to the daily care.

    **Reflective Questions**

    1. How do you think this situation reflects Jacqueline’s sense of role performance?

    2. How do you think that Jacqueline may be contributing to her own health?

    3. Provide examples of behavioral changes (functional, potentially dysfunctional, and dysfunctional) within the health patterns of families.

    **## CaseStudyRubric1.pdf**

    1

    MSN5550 Health Promotion: Prevention of Disease

    Case Study Rubric

    Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

    Ideas,
    Arguments,
    & Analysis

    0-30 points 35-39 points 40-44 points 45-50 points /50
    Ideas expressed lack an
    understanding of the case
    study. Comments are
    irrelevant, off-topic, and/or
    confusing to follow.
    Viewpoint, if given, is not
    supported with evidence or
    examples.

    Ideas expressed in case
    study show a minimal
    understanding of the topic.
    Comments are general in
    nature and/or occasionally
    may not be relevant.
    Rehashes or summarizes
    ideas with limited analysis,
    original thought, and/or
    supported viewpoints.

    Ideas expressed in case
    study are mostly substantive
    and relevant to topic; some
    original thought.
    Demonstrates logical
    thinking, reasoning, and/or
    analysis for most part.
    Viewpoint is supported with
    evidence and/or examples.

    Ideas expressed in case
    study include original
    thought, substantial
    depth, and are relevant to
    topic. Responses show
    strong logical thinking,
    reasoning, and analysis
    with evidence and
    examples. Construction of
    new meaning and insights
    are evident.

    Connection
    to Course
    Materials

    0-13 points 14-15 points 16-17 points 18-20 points /20

    No connections are made
    to readings or other course
    materials (lectures, media,
    resources, etc.), and/or if
    made, are not clearly
    stated and are largely
    personal opinions.

    Minimal direct connections
    are made to readings and/or
    other course materials
    (lectures, media, resources,
    etc.). Connections are
    largely inferred and
    somewhat unclear at times.

    Some direct connections are
    made to readings and/or
    other course materials
    (lectures, media, resources,
    etc.) and are clearly stated
    for the most part.

    Strong, direct connections
    are made to readings
    and/or other course
    materials (lectures, media,
    resources, etc.) and are
    clearly stated.

    Content and
    Pedagogical
    Knowledge

    0-13 points 14-15 points 16-17 points 18-20 points /20
    The case study response
    displays a lack of
    comprehension of the
    assignment.

    The case study responses

    are partially addressed.

    There are components of

    the assignment not

    addressed.

    The case study response
    demonstrates
    comprehension of
    assignment expectations,
    however, is missing
    responses to some of the
    case study questions.

    The case study response
    demonstrates
    comprehension of
    assignment expectations
    and includes the essential
    components of the
    assignment.

    2

    Case Study Rubric (continued)

    Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

    Writing
    Quality

    0-6 points 7 points 8 points 9-10 points /10

    Responses to case study
    show a below average/poor
    writing style that lacks
    standard English, and/or is
    difficult for readers to
    follow. Contains frequent
    errors in grammar,
    punctuation, usage, and
    spelling.

    Responses to case study
    show an average and/or
    casual writing style using
    standard English that is
    generally clear but contains
    some errors in grammar,
    punctuation, usage, and
    spelling.

    Responses to case study
    show above average writing
    style that is clear using
    standard English with minor
    errors in grammar,
    punctuation, usage, and/or
    spelling.

    Responses to case study
    are well written and
    clearly articulated using
    standard English,
    characterized by elements
    of a strong writing style
    with correct grammar,
    punctuation, usage, and
    spelling.

    TOTAL POINTS (sum of Criteria) /100

    Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014

    – Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014

    **## CaseStudyRubric1.pdf**

    1

    MSN5550 Health Promotion: Prevention of Disease

    Case Study Rubric

    Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

    Ideas,
    Arguments,
    & Analysis

    0-30 points 35-39 points 40-44 points 45-50 points /50
    Ideas expressed lack an
    understanding of the case
    study. Comments are
    irrelevant, off-topic, and/or
    confusing to follow.
    Viewpoint, if given, is not
    supported with evidence or
    examples.

    Ideas expressed in case
    study show a minimal
    understanding of the topic.
    Comments are general in
    nature and/or occasionally
    may not be relevant.
    Rehashes or summarizes
    ideas with limited analysis,
    original thought, and/or
    supported viewpoints.

    Ideas expressed in case
    study are mostly substantive
    and relevant to topic; some
    original thought.
    Demonstrates logical
    thinking, reasoning, and/or
    analysis for most part.
    Viewpoint is supported with
    evidence and/or examples.

    Ideas expressed in case
    study include original
    thought, substantial
    depth, and are relevant to
    topic. Responses show
    strong logical thinking,
    reasoning, and analysis
    with evidence and
    examples. Construction of
    new meaning and insights
    are evident.

    Connection
    to Course
    Materials

    0-13 points 14-15 points 16-17 points 18-20 points /20

    No connections are made
    to readings or other course
    materials (lectures, media,
    resources, etc.), and/or if
    made, are not clearly
    stated and are largely
    personal opinions.

    Minimal direct connections
    are made to readings and/or
    other course materials
    (lectures, media, resources,
    etc.). Connections are
    largely inferred and
    somewhat unclear at times.

    Some direct connections are
    made to readings and/or
    other course materials
    (lectures, media, resources,
    etc.) and are clearly stated
    for the most part.

    Strong, direct connections
    are made to readings
    and/or other course
    materials (lectures, media,
    resources, etc.) and are
    clearly stated.

    Content and
    Pedagogical
    Knowledge

    0-13 points 14-15 points 16-17 points 18-20 points /20
    The case study response
    displays a lack of
    comprehension of the
    assignment.

    The case study responses

    are partially addressed.

    There are components of

    the assignment not

    addressed.

    The case study response
    demonstrates
    comprehension of
    assignment expectations,
    however, is missing
    responses to some of the
    case study questions.

    The case study response
    demonstrates
    comprehension of
    assignment expectations
    and includes the essential
    components of the
    assignment.

    2

    Case Study Rubric (continued)

    Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

    Writing
    Quality

    0-6 points 7 points 8 points 9-10 points /10

    Responses to case study
    show a below average/poor
    writing style that lacks
    standard English, and/or is
    difficult for readers to
    follow. Contains frequent
    errors in grammar,
    punctuation, usage, and
    spelling.

    Responses to case study
    show an average and/or
    casual writing style using
    standard English that is
    generally clear but contains
    some errors in grammar,
    punctuation, usage, and
    spelling.

    Responses to case study
    show above average writing
    style that is clear using
    standard English with minor
    errors in grammar,
    punctuation, usage, and/or
    spelling.

    Responses to case study
    are well written and
    clearly articulated using
    standard English,
    characterized by elements
    of a strong writing style
    with correct grammar,
    punctuation, usage, and
    spelling.

    TOTAL POINTS (sum of Criteria) /100

    Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014

    – Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014

    **## AlzheimersCaseStudy.docx**

    MSN 5550 Health Promotion: Prevention of Disease

    Case Study Module 4

    **Instructions:** Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide a citation for your answers. Must follow APA, 7th ed. format.

    **Due:** Saturday by 23:59 pm

    **CASE STUDY: Family Member with Alzheimer’s Disease: Mark and Jacqueline**

    Mark and Jacqueline have been married for 30 years. They have grown children who live in another state. Jacqueline’s mother has moved in with the couple because she has Alzheimer’s disease. Jacqueline is an only child and always promised her mother that she would care for her in her old age. Her mother is unaware of her surroundings and often calls out for her daughter Jackie when Jacqueline is in the room. Jacqueline reassures her mother that she is there to help, but to no avail.

    Jacqueline is unable to visit her children on holidays because she must attend to her mother’s daily needs. She is reluctant to visit friends or even go out to a movie because of her mother’s care needs or because she is too tired. Even though she has eliminated most leisure activities with Mark, Jacqueline goes to bed at night with many of her caregiving tasks unfinished. She tries to visit with her mother during the day, but her mother rejects any contact with her daughter. Planning for the upcoming holidays seems impossible to Mark, because of his wife’s inability to focus on anything except her mother’s care.

    Jacqueline has difficulty sleeping at night and is unable to discuss plans even a few days in advance. She is unable to visit friends and is reluctant to have friends visit because of the unpredictable behavior of her mother and her need to attend to the daily care.

    **Reflective Questions**

    1. How do you think this situation reflects Jacqueline’s sense of role performance?

    2. How do you think that Jacqueline may be contributing to her own health?

    3. Provide examples of behavioral changes (functional, potentially dysfunctional, and dysfunctional) within the health patterns of families.

    **## CaseStudyRubric1.pdf**

    1

    MSN5550 Health Promotion: Prevention of Disease

    Case Study Rubric

    Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

    Ideas,
    Arguments,
    & Analysis

    0-30 points 35-39 points 40-44 points 45-50 points /50
    Ideas expressed lack an
    understanding of the case
    study. Comments are
    irrelevant, off-topic, and/or
    confusing to follow.
    Viewpoint, if given, is not
    supported with evidence or
    examples.

    Ideas expressed in case
    study show a minimal
    understanding of the topic.
    Comments are general in
    nature and/or occasionally
    may not be relevant.
    Rehashes or summarizes
    ideas with limited analysis,
    original thought, and/or
    supported viewpoints.

    Ideas expressed in case
    study are mostly substantive
    and relevant to topic; some
    original thought.
    Demonstrates logical
    thinking, reasoning, and/or
    analysis for most part.
    Viewpoint is supported with
    evidence and/or examples.

    Ideas expressed in case
    study include original
    thought, substantial
    depth, and are relevant to
    topic. Responses show
    strong logical thinking,
    reasoning, and analysis
    with evidence and
    examples. Construction of
    new meaning and insights
    are evident.

    Connection
    to Course
    Materials

    0-13 points 14-15 points 16-17 points 18-20 points /20

    No connections are made
    to readings or other course
    materials (lectures, media,
    resources, etc.), and/or if
    made, are not clearly
    stated and are largely
    personal opinions.

    Minimal direct connections
    are made to readings and/or
    other course materials
    (lectures, media, resources,
    etc.). Connections are
    largely inferred and
    somewhat unclear at times.

    Some direct connections are
    made to readings and/or
    other course materials
    (lectures, media, resources,
    etc.) and are clearly stated
    for the most part.

    Strong, direct connections
    are made to readings
    and/or other course
    materials (lectures, media,
    resources, etc.) and are
    clearly stated.

    Content and
    Pedagogical
    Knowledge

    0-13 points 14-15 points 16-17 points 18-20 points /20
    The case study response
    displays a lack of
    comprehension of the
    assignment.

    The case study responses

    are partially addressed.

    There are components of

    the assignment not

    addressed.

    The case study response
    demonstrates
    comprehension of
    assignment expectations,
    however, is missing
    responses to some of the
    case study questions.

    The case study response
    demonstrates
    comprehension of
    assignment expectations
    and includes the essential
    components of the
    assignment.

    2

    Case Study Rubric (continued)

    Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

    Writing
    Quality

    0-6 points 7 points 8 points 9-10 points /10

    Responses to case study
    show a below average/poor
    writing style that lacks
    standard English, and/or is
    difficult for readers to
    follow. Contains frequent
    errors in grammar,
    punctuation, usage, and
    spelling.

    Responses to case study
    show an average and/or
    casual writing style using
    standard English that is
    generally clear but contains
    some errors in grammar,
    punctuation, usage, and
    spelling.

    Responses to case study
    show above average writing
    style that is clear using
    standard English with minor
    errors in grammar,
    punctuation, usage, and/or
    spelling.

    Responses to case study
    are well written and
    clearly articulated using
    standard English,
    characterized by elements
    of a strong writing style
    with correct grammar,
    punctuation, usage, and
    spelling.

    TOTAL POINTS (sum of Criteria) /100

    Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014

    – Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014

    **## AlzheimersCaseStudy.docx**

    MSN 5550 Health Promotion: Prevention of Disease

    Case Study Module 4

    **Instructions:** Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide a citation for your answers. Must follow APA, 7th ed. format.

    **Due:** Saturday by 23:59 pm

    **CASE STUDY: Family Member with Alzheimer’s Disease: Mark and Jacqueline**

    Mark and Jacqueline have been married for 30 years. They have grown children who live in another state. Jacqueline’s mother has moved in with the couple because she has Alzheimer’s disease. Jacqueline is an only child and always promised her mother that she would care for her in her old age. Her mother is unaware of her surroundings and often calls out for her daughter Jackie when Jacqueline is in the room. Jacqueline reassures her mother that she is there to help, but to no avail.

    Jacqueline is unable to visit her children on holidays because she must attend to her mother’s daily needs. She is reluctant to visit friends or even go out to a movie because of her mother’s care needs or because she is too tired. Even though she has eliminated most leisure activities with Mark, Jacqueline goes to bed at night with many of her caregiving tasks unfinished. She tries to visit with her mother during the day, but her mother rejects any contact with her daughter. Planning for the upcoming holidays seems impossible to Mark, because of his wife’s inability to focus on anything except her mother’s care.

    Jacqueline has difficulty sleeping at night and is unable to discuss plans even a few days in advance. She is unable to visit friends and is reluctant to have friends visit because of the unpredictable behavior of her mother and her need to attend to the daily care.

    **Reflective Questions**

    1. How do you think this situation reflects Jacqueline’s sense of role performance?

    2. How do you think that Jacqueline may be contributing to her own health?

    3. Provide examples of behavioral changes (functional, potentially dysfunctional, and dysfunctional) within the health patterns of families.

    **## CaseStudyRubric1.pdf**

    1

    MSN5550 Health Promotion: Prevention of Disease

    Case Study Rubric

    Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

    Ideas,
    Arguments,
    & Analysis

    0-30 points 35-39 points 40-44 points 45-50 points /50
    Ideas expressed lack an
    understanding of the case
    study. Comments are
    irrelevant, off-topic, and/or
    confusing to follow.
    Viewpoint, if given, is not
    supported with evidence or
    examples.

    Ideas expressed in case
    study show a minimal
    understanding of the topic.
    Comments are general in
    nature and/or occasionally
    may not be relevant.
    Rehashes or summarizes
    ideas with limited analysis,
    original thought, and/or
    supported viewpoints.

    Ideas expressed in case
    study are mostly substantive
    and relevant to topic; some
    original thought.
    Demonstrates logical
    thinking, reasoning, and/or
    analysis for most part.
    Viewpoint is supported with
    evidence and/or examples.

    Ideas expressed in case
    study include original
    thought, substantial
    depth, and are relevant to
    topic. Responses show
    strong logical thinking,
    reasoning, and analysis
    with evidence and
    examples. Construction of
    new meaning and insights
    are evident.

    Connection
    to Course
    Materials

    0-13 points 14-15 points 16-17 points 18-20 points /20

    No connections are made
    to readings or other course
    materials (lectures, media,
    resources, etc.), and/or if
    made, are not clearly
    stated and are largely
    personal opinions.

    Minimal direct connections
    are made to readings and/or
    other course materials
    (lectures, media, resources,
    etc.). Connections are
    largely inferred and
    somewhat unclear at times.

    Some direct connections are
    made to readings and/or
    other course materials
    (lectures, media, resources,
    etc.) and are clearly stated
    for the most part.

    Strong, direct connections
    are made to readings
    and/or other course
    materials (lectures, media,
    resources, etc.) and are
    clearly stated.

    Content and
    Pedagogical
    Knowledge

    0-13 points 14-15 points 16-17 points 18-20 points /20
    The case study response
    displays a lack of
    comprehension of the
    assignment.

    The case study responses

    are partially addressed.

    There are components of

    the assignment not

    addressed.

    The case study response
    demonstrates
    comprehension of
    assignment expectations,
    however, is missing
    responses to some of the
    case study questions.

    The case study response
    demonstrates
    comprehension of
    assignment expectations
    and includes the essential
    components of the
    assignment.

    2

    Case Study Rubric (continued)

    Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total

    Writing
    Quality

    0-6 points 7 points 8 points 9-10 points /10

    Responses to case study
    show a below average/poor
    writing style that lacks
    standard English, and/or is
    difficult for readers to
    follow. Contains frequent
    errors in grammar,
    punctuation, usage, and
    spelling.

    Responses to case study
    show an average and/or
    casual writing style using
    standard English that is
    generally clear but contains
    some errors in grammar,
    punctuation, usage, and
    spelling.

    Responses to case study
    show above average writing
    style that is clear using
    standard English with minor
    errors in grammar,
    punctuation, usage, and/or
    spelling.

    Responses to case study
    are well written and
    clearly articulated using
    standard English,
    characterized by elements
    of a strong writing style
    with correct grammar,
    punctuation, usage, and
    spelling.

    TOTAL POINTS (sum of Criteria) /100

    Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014

    – Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014

    – 1
    – 2

  • [Solved] 535wk5clinical

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## wk5elm535guidedclinical.pdf **## wk5elm535guidedclinical.pdf** Assignment Content Question This graded assignment is the culmination of your guided clinical experience for this course. This guided clinical experience has provided you with the opportunity to demonstrate your ability to positivel…

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    Assignment Prompt & Instructions

    – ## wk5elm535guidedclinical.pdf

    **## wk5elm535guidedclinical.pdf**

    Assignment Content

    Question This graded assignment is the culmination of your guided clinical experience for this

    course.

    This guided clinical experience has provided you with the opportunity to demonstrate your

    ability to positively impact student learning and practice the cycle of effective teaching in the

    process. Refer to the Guided Clinical Experience Instructions and confirm that you have

    completed each step of the following sections:
    Part 2: Pre-Assessment and Data Analysis
    Part 3: Instructional Planning and Lesson Delivery
    Part 4: Post-Assessment and Data Analysis
    Part 5: Reflective Practice
    Part 6: Performance Evaluation

    Note: You completed Part 1: Teacher Consultation of this experience in Week 2.

    Assignment Deliverable
    Respond to each prompt below to finalize Parts 2–6 of your guided clinical experience.

    You are encouraged to work on these prompts as you complete your guided clinical experience

    throughout the course. Save and close as often as needed, but do not submit your assignment

    until you have completed all prompts.

    Assignment Support
    Review the GFE/GCE Rubric for Faculty for guidance on the assignment’s expectations.

    Tk20/My Time Log Reminder
    Make sure to log your hours and document your guided field experience in Tk20/My Time Log

    using the access point located at the top of this course. For more information about how to

    document your hours, refer to Student Time Logs.

    Question 1
    Question 1
    25 Points
    Part 2: Pre-Assessment and Data Analysis Summary
    Write a minimum 175-word summary in which you:
    Describe the pre-assessment, including why it was chosen and how it aligns with the content

    area standard(s) and the lesson’s learning goals/objectives.

    [https://multimedia.phoenix.edu/cms/202336722](https://multimedia.phoenix.edu/cms/202336722)

    [https://multimedia.phoenix.edu/cms/202336720](https://multimedia.phoenix.edu/cms/202336720)

    [https://multimedia.phoenix.edu/site/tk20-guides/college/education/student-time-logs/](https://multimedia.phoenix.edu/site/tk20-guides/college/education/student-time-logs/)

    Explain how the pre-assessment was scored and what the data indicated.
    Describe the students’ strengths and key areas of opportunity based on the pre-assessment.
    Text Editor

    Question 2
    Question 2
    25 Points
    Part 3: Instructional Planning and Lesson Delivery
    Write a minimum 175-word summary in which you:
    Describe your level of comfortability with instructional planning and lesson delivery, including

    what you could do to become more comfortable.
    Explain the successes and challenges you experienced during the lesson’s delivery.
    Describe the supports you provided to students during your lesson delivery, including their

    impact on student learning.
    Text Editor

    Question 3
    Question 3
    15 Points
    Attach your completed Lesson Plan Template in this question’s response box.
    Text Editor

    Question 4
    Question 4
    25 Points
    Part 4: Post-Assessment and Data Analysis
    Write a minimum 175-word summary in which you:
    Describe the post-assessment, including why it was chosen and how it aligns with the content

    area standard(s) and learning goals/objectives.
    Explain how the post-assessment was scored and what the data indicated.
    Describe the students’ strengths and key areas of opportunity based on the post-assessment.
    Text Editor

    Question 5
    Question 5
    45 Points
    Part 5: Reflective Practice
    Write a minimum 525-word reflective summary of your guided clinical experience in which

    you address the following:

    · Analysis of the Lesson’s Results
    Describe how the students performed on the post-assessment vs. the pre-assessment.
    Explain how the students did (or did not) master the lesson goals/objectives, including what you

    believe accounts for these results and how this may inform future instruction.
    · Reflective Teaching Practice
    Describe what went well and what did not go well in your lesson delivery, including how the

    students responded to your instruction.
    Explain how you positively impacted student learning in this experience, including specific

    examples to support your explanation.
    · Dispositions of Effective Educators
    Reflect on your planning and lesson delivery and consider your performance related to the

    following dispositions of an effective educator:
    Professional competence and responsibility
    Collaborative relationships
    Valuing diversity
    Critical thinking and reflection
    Describe how you demonstrated each of these dispositions, including examples to support

    your explanation.
    Explain how you will continue developing your disposition to be an effective educator.
    Text Editor

    – Assignment Content
    – Question 1
    – Question 2
    – Question 3
    – Question 4
    – Question 5

    **## wk5elm535guidedclinical.pdf**

    Assignment Content

    Question This graded assignment is the culmination of your guided clinical experience for this

    course.

    This guided clinical experience has provided you with the opportunity to demonstrate your

    ability to positively impact student learning and practice the cycle of effective teaching in the

    process. Refer to the Guided Clinical Experience Instructions and confirm that you have

    completed each step of the following sections:
    Part 2: Pre-Assessment and Data Analysis
    Part 3: Instructional Planning and Lesson Delivery
    Part 4: Post-Assessment and Data Analysis
    Part 5: Reflective Practice
    Part 6: Performance Evaluation

    Note: You completed Part 1: Teacher Consultation of this experience in Week 2.

    Assignment Deliverable
    Respond to each prompt below to finalize Parts 2–6 of your guided clinical experience.

    You are encouraged to work on these prompts as you complete your guided clinical experience

    throughout the course. Save and close as often as needed, but do not submit your assignment

    until you have completed all prompts.

    Assignment Support
    Review the GFE/GCE Rubric for Faculty for guidance on the assignment’s expectations.

    Tk20/My Time Log Reminder
    Make sure to log your hours and document your guided field experience in Tk20/My Time Log

    using the access point located at the top of this course. For more information about how to

    document your hours, refer to Student Time Logs.

    Question 1
    Question 1
    25 Points
    Part 2: Pre-Assessment and Data Analysis Summary
    Write a minimum 175-word summary in which you:
    Describe the pre-assessment, including why it was chosen and how it aligns with the content

    area standard(s) and the lesson’s learning goals/objectives.

    [https://multimedia.phoenix.edu/cms/202336722](https://multimedia.phoenix.edu/cms/202336722)

    [https://multimedia.phoenix.edu/cms/202336720](https://multimedia.phoenix.edu/cms/202336720)

    [https://multimedia.phoenix.edu/site/tk20-guides/college/education/student-time-logs/](https://multimedia.phoenix.edu/site/tk20-guides/college/education/student-time-logs/)

    Explain how the pre-assessment was scored and what the data indicated.
    Describe the students’ strengths and key areas of opportunity based on the pre-assessment.
    Text Editor

    Question 2
    Question 2
    25 Points
    Part 3: Instructional Planning and Lesson Delivery
    Write a minimum 175-word summary in which you:
    Describe your level of comfortability with instructional planning and lesson delivery, including

    what you could do to become more comfortable.
    Explain the successes and challenges you experienced during the lesson’s delivery.
    Describe the supports you provided to students during your lesson delivery, including their

    impact on student learning.
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    Question 3
    Question 3
    15 Points
    Attach your completed Lesson Plan Template in this question’s response box.
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    Question 4
    Question 4
    25 Points
    Part 4: Post-Assessment and Data Analysis
    Write a minimum 175-word summary in which you:
    Describe the post-assessment, including why it was chosen and how it aligns with the content

    area standard(s) and learning goals/objectives.
    Explain how the post-assessment was scored and what the data indicated.
    Describe the students’ strengths and key areas of opportunity based on the post-assessment.
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    Question 5
    Question 5
    45 Points
    Part 5: Reflective Practice
    Write a minimum 525-word reflective summary of your guided clinical experience in which

    you address the following:

    · Analysis of the Lesson’s Results
    Describe how the students performed on the post-assessment vs. the pre-assessment.
    Explain how the students did (or did not) master the lesson goals/objectives, including what you

    believe accounts for these results and how this may inform future instruction.
    · Reflective Teaching Practice
    Describe what went well and what did not go well in your lesson delivery, including how the

    students responded to your instruction.
    Explain how you positively impacted student learning in this experience, including specific

    examples to support your explanation.
    · Dispositions of Effective Educators
    Reflect on your planning and lesson delivery and consider your performance related to the

    following dispositions of an effective educator:
    Professional competence and responsibility
    Collaborative relationships
    Valuing diversity
    Critical thinking and reflection
    Describe how you demonstrated each of these dispositions, including examples to support

    your explanation.
    Explain how you will continue developing your disposition to be an effective educator.
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    – Assignment Content
    – Question 1
    – Question 2
    – Question 3
    – Question 4
    – Question 5