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## Module 7 Journal Question **files (2)** – ## Module7JournalQuestion.docx – ## Module_Journal_RUBRIC.docx **## Module7JournalQuestion.docx** **Journal Question:** Go to the Centers for Disease Control and Prevention site and participate in the “Solve the Outbreak” simulation. After you complete …
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Order on TutorsGallery →## Module 7 Journal Question
**files (2)**
– ## Module7JournalQuestion.docx
– ## Module_Journal_RUBRIC.docx
**## Module7JournalQuestion.docx**
**Journal Question:**
Go to the Centers for Disease Control and Prevention site and participate in the “Solve the Outbreak” simulation. After you complete one of the scenarios, please describe the specific outbreak investigation, including the process and epidemiological procedures, and share your insights on the completion of this activity and the use of epidemiology tools.
**Journal Response Expectations**
Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.
**## Module_Journal_RUBRIC.docx**
Graduate Journal Rubric v1.
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Claim/Quali
ty of
Information
Weight:
40
%
/ 8
Developme
nt/Connecti
on Weight:
%
40
/ 8
0
points
**(0**
**pts**
**)**
Response to
quiz question is
missing or inac
–
curate. Answer
is inaccurate
and does not
address the
prompt.
points
2.5
**pts**
**(5.6**
**)**
Response to
quiz question is
missing key el
–
ements.
Answer is par
–
tially inaccu
–
rate and misses
elements in the
prompt. Claims
are lacking in
–
formation to
be fully
thought out.
points
6.4
**(6.4**
**)**
**pts**
Response to
quiz question is
appropriate
and accurate.
Answer is ap
–
propriate and
responses to
the prompt.
Claims are
appropriate.
8
points
**(8**
**pts**
**)**
Response to
quiz question is
thorough and
detailed.
Answer is clear
and concise
and responses
to all aspects
of the prompt.
Claims are jus
–
tified and
plausible.
0
points
**pts**
**)**
**(0**
Connections
are either miss
–
ing or inaccu
–
rate in the
discussion.
5.6
points
**(5.6**
**pts**
**)**
Connections
are included by
missing key in
–
formation in
the discussion.
points
6.4
**)**
**pts**
**(6.4**
Connections
are appropri
–
ately and accu
–
rately
discussed.
8
points
**)**
**pts**
**(8**
Connections
are insightful,
reflective, and
completely
discussed.
Total
/ 20
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Writing &
Mechanics
Weight:
%
20
/ 4
0
points
**)**
**pts**
**(0**
Style is inap
–
propriate or
does not ad
–
dress given
purpose.
Inconsistent
grammar, spell
–
ing, and
punctuation.
2.8
points
**pts**
**)**
**(2.8**
Style is some
–
what appropri
–
ate to purpose.
Repetitive me
–
chanical errors
distract the
reader.
Inconsistencies
in language,
sentence struc
–
ture, and/or
word choice
are present.
points
3.2
**(3.2**
**pts**
**)**
Style is appro
–
priate to the
given purpose.
Word choice is
specific and
purposeful, and
somewhat var
–
ied throughout.
Minimal me
–
chanical, typo
–
graphical, are
present, but
are not overly
distracting.
points
4
**pts**
**(4**
**)**
Style shows
originality and
creativity.
Word choice is
dynamic and
varied. Free of
mechanical, ty
–
pographical,
errors.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
14
points minimum
**Level 3**
16
points minimum
**Level 4**
20
points minimum
2/2
**## Module_Journal_RUBRIC.docx**
Graduate Journal Rubric v1.
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Claim/Quali
ty of
Information
Weight:
40
%
/ 8
Developme
nt/Connecti
on Weight:
%
40
/ 8
0
points
**(0**
**pts**
**)**
Response to
quiz question is
missing or inac
–
curate. Answer
is inaccurate
and does not
address the
prompt.
points
2.5
**pts**
**(5.6**
**)**
Response to
quiz question is
missing key el
–
ements.
Answer is par
–
tially inaccu
–
rate and misses
elements in the
prompt. Claims
are lacking in
–
formation to
be fully
thought out.
points
6.4
**(6.4**
**)**
**pts**
Response to
quiz question is
appropriate
and accurate.
Answer is ap
–
propriate and
responses to
the prompt.
Claims are
appropriate.
8
points
**(8**
**pts**
**)**
Response to
quiz question is
thorough and
detailed.
Answer is clear
and concise
and responses
to all aspects
of the prompt.
Claims are jus
–
tified and
plausible.
0
points
**pts**
**)**
**(0**
Connections
are either miss
–
ing or inaccu
–
rate in the
discussion.
5.6
points
**(5.6**
**pts**
**)**
Connections
are included by
missing key in
–
formation in
the discussion.
points
6.4
**)**
**pts**
**(6.4**
Connections
are appropri
–
ately and accu
–
rately
discussed.
8
points
**)**
**pts**
**(8**
Connections
are insightful,
reflective, and
completely
discussed.
Total
/ 20
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Writing &
Mechanics
Weight:
%
20
/ 4
0
points
**)**
**pts**
**(0**
Style is inap
–
propriate or
does not ad
–
dress given
purpose.
Inconsistent
grammar, spell
–
ing, and
punctuation.
2.8
points
**pts**
**)**
**(2.8**
Style is some
–
what appropri
–
ate to purpose.
Repetitive me
–
chanical errors
distract the
reader.
Inconsistencies
in language,
sentence struc
–
ture, and/or
word choice
are present.
points
3.2
**(3.2**
**pts**
**)**
Style is appro
–
priate to the
given purpose.
Word choice is
specific and
purposeful, and
somewhat var
–
ied throughout.
Minimal me
–
chanical, typo
–
graphical, are
present, but
are not overly
distracting.
points
4
**pts**
**(4**
**)**
Style shows
originality and
creativity.
Word choice is
dynamic and
varied. Free of
mechanical, ty
–
pographical,
errors.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
14
points minimum
**Level 3**
16
points minimum
**Level 4**
20
points minimum
2/2
**## Module7JournalQuestion.docx**
**Journal Question:**
Go to the Centers for Disease Control and Prevention site and participate in the “Solve the Outbreak” simulation. After you complete one of the scenarios, please describe the specific outbreak investigation, including the process and epidemiological procedures, and share your insights on the completion of this activity and the use of epidemiology tools.
**Journal Response Expectations**
Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.
**## Module_Journal_RUBRIC.docx**
Graduate Journal Rubric v1.
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Claim/Quali
ty of
Information
Weight:
40
%
/ 8
Developme
nt/Connecti
on Weight:
%
40
/ 8
0
points
**(0**
**pts**
**)**
Response to
quiz question is
missing or inac
–
curate. Answer
is inaccurate
and does not
address the
prompt.
points
2.5
**pts**
**(5.6**
**)**
Response to
quiz question is
missing key el
–
ements.
Answer is par
–
tially inaccu
–
rate and misses
elements in the
prompt. Claims
are lacking in
–
formation to
be fully
thought out.
points
6.4
**(6.4**
**)**
**pts**
Response to
quiz question is
appropriate
and accurate.
Answer is ap
–
propriate and
responses to
the prompt.
Claims are
appropriate.
8
points
**(8**
**pts**
**)**
Response to
quiz question is
thorough and
detailed.
Answer is clear
and concise
and responses
to all aspects
of the prompt.
Claims are jus
–
tified and
plausible.
0
points
**pts**
**)**
**(0**
Connections
are either miss
–
ing or inaccu
–
rate in the
discussion.
5.6
points
**(5.6**
**pts**
**)**
Connections
are included by
missing key in
–
formation in
the discussion.
points
6.4
**)**
**pts**
**(6.4**
Connections
are appropri
–
ately and accu
–
rately
discussed.
8
points
**)**
**pts**
**(8**
Connections
are insightful,
reflective, and
completely
discussed.
Total
/ 20
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Writing &
Mechanics
Weight:
%
20
/ 4
0
points
**)**
**pts**
**(0**
Style is inap
–
propriate or
does not ad
–
dress given
purpose.
Inconsistent
grammar, spell
–
ing, and
punctuation.
2.8
points
**pts**
**)**
**(2.8**
Style is some
–
what appropri
–
ate to purpose.
Repetitive me
–
chanical errors
distract the
reader.
Inconsistencies
in language,
sentence struc
–
ture, and/or
word choice
are present.
points
3.2
**(3.2**
**pts**
**)**
Style is appro
–
priate to the
given purpose.
Word choice is
specific and
purposeful, and
somewhat var
–
ied throughout.
Minimal me
–
chanical, typo
–
graphical, are
present, but
are not overly
distracting.
points
4
**pts**
**(4**
**)**
Style shows
originality and
creativity.
Word choice is
dynamic and
varied. Free of
mechanical, ty
–
pographical,
errors.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
14
points minimum
**Level 3**
16
points minimum
**Level 4**
20
points minimum
2/2
**## Module7JournalQuestion.docx**
**Journal Question:**
Go to the Centers for Disease Control and Prevention site and participate in the “Solve the Outbreak” simulation. After you complete one of the scenarios, please describe the specific outbreak investigation, including the process and epidemiological procedures, and share your insights on the completion of this activity and the use of epidemiology tools.
**Journal Response Expectations**
Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.
**## Module_Journal_RUBRIC.docx**
Graduate Journal Rubric v1.
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Claim/Quali
ty of
Information
Weight:
40
%
/ 8
Developme
nt/Connecti
on Weight:
%
40
/ 8
0
points
**(0**
**pts**
**)**
Response to
quiz question is
missing or inac
–
curate. Answer
is inaccurate
and does not
address the
prompt.
points
2.5
**pts**
**(5.6**
**)**
Response to
quiz question is
missing key el
–
ements.
Answer is par
–
tially inaccu
–
rate and misses
elements in the
prompt. Claims
are lacking in
–
formation to
be fully
thought out.
points
6.4
**(6.4**
**)**
**pts**
Response to
quiz question is
appropriate
and accurate.
Answer is ap
–
propriate and
responses to
the prompt.
Claims are
appropriate.
8
points
**(8**
**pts**
**)**
Response to
quiz question is
thorough and
detailed.
Answer is clear
and concise
and responses
to all aspects
of the prompt.
Claims are jus
–
tified and
plausible.
0
points
**pts**
**)**
**(0**
Connections
are either miss
–
ing or inaccu
–
rate in the
discussion.
5.6
points
**(5.6**
**pts**
**)**
Connections
are included by
missing key in
–
formation in
the discussion.
points
6.4
**)**
**pts**
**(6.4**
Connections
are appropri
–
ately and accu
–
rately
discussed.
8
points
**)**
**pts**
**(8**
Connections
are insightful,
reflective, and
completely
discussed.
Total
/ 20
Criteria
**Does Not Meet**
**Expectations**
**Approaches**
**Expectations**
**Meets**
**Expectations**
**Exceeds**
**Expectations**
**Criterion Score**
Writing &
Mechanics
Weight:
%
20
/ 4
0
points
**)**
**pts**
**(0**
Style is inap
–
propriate or
does not ad
–
dress given
purpose.
Inconsistent
grammar, spell
–
ing, and
punctuation.
2.8
points
**pts**
**)**
**(2.8**
Style is some
–
what appropri
–
ate to purpose.
Repetitive me
–
chanical errors
distract the
reader.
Inconsistencies
in language,
sentence struc
–
ture, and/or
word choice
are present.
points
3.2
**(3.2**
**pts**
**)**
Style is appro
–
priate to the
given purpose.
Word choice is
specific and
purposeful, and
somewhat var
–
ied throughout.
Minimal me
–
chanical, typo
–
graphical, are
present, but
are not overly
distracting.
points
4
**pts**
**(4**
**)**
Style shows
originality and
creativity.
Word choice is
dynamic and
varied. Free of
mechanical, ty
–
pographical,
errors.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
14
points minimum
**Level 3**
16
points minimum
**Level 4**
20
points minimum
2/2
**Module 8: Cognitive Behavioral Therapy and Illness- Padlet 3** – an hour ago **files (2)** – ## Module8-CognitiveBehavioralTherapyandillness-Padlet3.docx – ## Module8_RUBRIC.pdf **## Module8-CognitiveBehavioralTherapyandillness-Padlet3.docx** **Module 8: Cognitive Behavioral Therapy and Illness- …
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →**Module 8: Cognitive Behavioral Therapy and Illness- Padlet 3**
– an hour ago
**files (2)**
– ## Module8-CognitiveBehavioralTherapyandillness-Padlet3.docx
– ## Module8_RUBRIC.pdf
**## Module8-CognitiveBehavioralTherapyandillness-Padlet3.docx**
**Module 8: Cognitive Behavioral Therapy and Illness- Padlet 3**
1. Prescribe a CBT homework to a chronically ill patient.
Use full APA 7th edition format;
**Minimum of 3 references**
**Minimum recommended: 500 words, excluding references**
**Please see the rubric for details.**
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the Rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
Boland, R. J., Verduin, M. L., & Ruiz, P. (2021). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer.
Wheeler, K. (2022). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (4th ed.). Springer Publishing Company.
**## Module8_RUBRIC.pdf**
Padlet 5 Rubric
Criteria Ratings Pts
Access and
Utilization of
Padlet
1 pts
Content of CBT
Homework
Prescription
1 pts
Interaction and
Response to
Classmates
1 pts
Total Points: 3
1 pts
Excellent
Demonstrated seamless access to the
Padlet and adeptly used its features to
post their CBT homework prescription.
0.6 pts
Good
Accessed the Padlet and posted their
CBT homework with minor navigation
issues.
0 pts
Needs Improvement
Encountered difficulties accessing
Padlet or had significant challenges
posting their prescription.
1 pts
Excellent
Prescribed a well-thought-out,
personalized CBT homework that
demonstrates a clear understanding of
the patient's needs and the principles
of CBT.
0.6 pts
Good
Provided a basic CBT homework
prescription, but could benefit from
more detail or specificity.
0 pts
Needs Improvement
Offered a vague or overly general CBT
homework prescription without clear
rationale or connection to the patient's
needs.
1 pts
Excellent
Provided insightful replies to at least
two classmates, offering feedback,
perspectives, or questions that deepen
the discussion.
0.6 pts
Good
Replied to two classmates with general
comments, showing some
engagement.
0 pts
Needs Improvement
Responded to fewer than two
classmates or gave generic, non-
specific responses.
10/18/26, 6:16 PM Module 8: Cognitive Behavioral Therapy and illness- Padlet 3
https://dyc.instructure.com/courses/52460/assignments/453455?module_item_id=1196997 1/1
**## Module8_RUBRIC.pdf**
Padlet 5 Rubric
Criteria Ratings Pts
Access and
Utilization of
Padlet
1 pts
Content of CBT
Homework
Prescription
1 pts
Interaction and
Response to
Classmates
1 pts
Total Points: 3
1 pts
Excellent
Demonstrated seamless access to the
Padlet and adeptly used its features to
post their CBT homework prescription.
0.6 pts
Good
Accessed the Padlet and posted their
CBT homework with minor navigation
issues.
0 pts
Needs Improvement
Encountered difficulties accessing
Padlet or had significant challenges
posting their prescription.
1 pts
Excellent
Prescribed a well-thought-out,
personalized CBT homework that
demonstrates a clear understanding of
the patient's needs and the principles
of CBT.
0.6 pts
Good
Provided a basic CBT homework
prescription, but could benefit from
more detail or specificity.
0 pts
Needs Improvement
Offered a vague or overly general CBT
homework prescription without clear
rationale or connection to the patient's
needs.
1 pts
Excellent
Provided insightful replies to at least
two classmates, offering feedback,
perspectives, or questions that deepen
the discussion.
0.6 pts
Good
Replied to two classmates with general
comments, showing some
engagement.
0 pts
Needs Improvement
Responded to fewer than two
classmates or gave generic, non-
specific responses.
10/18/26, 6:16 PM Module 8: Cognitive Behavioral Therapy and illness- Padlet 3
https://dyc.instructure.com/courses/52460/assignments/453455?module_item_id=1196997 1/1
**## Module8-CognitiveBehavioralTherapyandillness-Padlet3.docx**
**Module 8: Cognitive Behavioral Therapy and Illness- Padlet 3**
1. Prescribe a CBT homework to a chronically ill patient.
Use full APA 7th edition format;
**Minimum of 3 references**
**Minimum recommended: 500 words, excluding references**
**Please see the rubric for details.**
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the Rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
Boland, R. J., Verduin, M. L., & Ruiz, P. (2021). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer.
Wheeler, K. (2022). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (4th ed.). Springer Publishing Company.
**## Module8_RUBRIC.pdf**
Padlet 5 Rubric
Criteria Ratings Pts
Access and
Utilization of
Padlet
1 pts
Content of CBT
Homework
Prescription
1 pts
Interaction and
Response to
Classmates
1 pts
Total Points: 3
1 pts
Excellent
Demonstrated seamless access to the
Padlet and adeptly used its features to
post their CBT homework prescription.
0.6 pts
Good
Accessed the Padlet and posted their
CBT homework with minor navigation
issues.
0 pts
Needs Improvement
Encountered difficulties accessing
Padlet or had significant challenges
posting their prescription.
1 pts
Excellent
Prescribed a well-thought-out,
personalized CBT homework that
demonstrates a clear understanding of
the patient's needs and the principles
of CBT.
0.6 pts
Good
Provided a basic CBT homework
prescription, but could benefit from
more detail or specificity.
0 pts
Needs Improvement
Offered a vague or overly general CBT
homework prescription without clear
rationale or connection to the patient's
needs.
1 pts
Excellent
Provided insightful replies to at least
two classmates, offering feedback,
perspectives, or questions that deepen
the discussion.
0.6 pts
Good
Replied to two classmates with general
comments, showing some
engagement.
0 pts
Needs Improvement
Responded to fewer than two
classmates or gave generic, non-
specific responses.
10/18/26, 6:16 PM Module 8: Cognitive Behavioral Therapy and illness- Padlet 3
https://dyc.instructure.com/courses/52460/assignments/453455?module_item_id=1196997 1/1
**## Module8-CognitiveBehavioralTherapyandillness-Padlet3.docx**
**Module 8: Cognitive Behavioral Therapy and Illness- Padlet 3**
1. Prescribe a CBT homework to a chronically ill patient.
Use full APA 7th edition format;
**Minimum of 3 references**
**Minimum recommended: 500 words, excluding references**
**Please see the rubric for details.**
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the Rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
Boland, R. J., Verduin, M. L., & Ruiz, P. (2021). Kaplan & Sadock’s synopsis of psychiatry (12th ed.). Wolters Kluwer.
Wheeler, K. (2022). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (4th ed.). Springer Publishing Company.
**## Module8_RUBRIC.pdf**
Padlet 5 Rubric
Criteria Ratings Pts
Access and
Utilization of
Padlet
1 pts
Content of CBT
Homework
Prescription
1 pts
Interaction and
Response to
Classmates
1 pts
Total Points: 3
1 pts
Excellent
Demonstrated seamless access to the
Padlet and adeptly used its features to
post their CBT homework prescription.
0.6 pts
Good
Accessed the Padlet and posted their
CBT homework with minor navigation
issues.
0 pts
Needs Improvement
Encountered difficulties accessing
Padlet or had significant challenges
posting their prescription.
1 pts
Excellent
Prescribed a well-thought-out,
personalized CBT homework that
demonstrates a clear understanding of
the patient's needs and the principles
of CBT.
0.6 pts
Good
Provided a basic CBT homework
prescription, but could benefit from
more detail or specificity.
0 pts
Needs Improvement
Offered a vague or overly general CBT
homework prescription without clear
rationale or connection to the patient's
needs.
1 pts
Excellent
Provided insightful replies to at least
two classmates, offering feedback,
perspectives, or questions that deepen
the discussion.
0.6 pts
Good
Replied to two classmates with general
comments, showing some
engagement.
0 pts
Needs Improvement
Responded to fewer than two
classmates or gave generic, non-
specific responses.
10/18/26, 6:16 PM Module 8: Cognitive Behavioral Therapy and illness- Padlet 3
https://dyc.instructure.com/courses/52460/assignments/453455?module_item_id=1196997 1/1
**Assignment Description:** **files (2)** – ## Module7Assignment7.2.docx – ## Module7RUBRIC-Assignment7.2.docx **## Module7Assignment7.2.docx** **Assignment Description:** **Outbreak or Epidemic Effectiveness Measures Essay** Create a PowerPoint presentation that addresses each of the following poin…
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**## Module7Assignment7.2.docx**
**Assignment Description:**
**Outbreak or Epidemic Effectiveness Measures Essay**
Create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least five (5) sources throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.
The purpose of this PowerPoint assignment is to determine, describe, and implement/revise prevention effectiveness measures related to outbreaks and/or epidemics at federally qualified health centers (FQHCs). The targeted audience is federally qualified health centers employees, clinicians, administration, Board members, and stakeholders. Please use the following prompts as a guide to develop this presentation:
· Title slide (1 slide)
· Presentation objectives (1 slide)
· Please include at least three objectives
· Provide a cohesive definition of prevention effectiveness measures (1 slide)
· Describe the key elements of prevention effectiveness research studies, including basic economic evaluation tools used in these studies
· Discuss how FQHCs may assess and determine the impact of their own facility prevention policies, programs, and practices (2 – 3 slides)
· Discuss the impact of applied research, prevention work (i.e., community demonstrations), and implementation processes.
· Discuss how FQHCs may assess and evaluate the allocation of health care resources within their infrastructures (2 – 3 slides)
· Discuss how FQHCS may conduct effective problem identification at the systems level (2 – 3 slides)
· You may provide specific examples such as COVID-19 response and surveillance, Measles outbreak, Listeria infections, and Norovirus infections, to name a few. Also, you may refer to the CDC Current Outbreak list to determine the most recent investigations and reports. Furthermore, you may discuss a policy solution or management decision that may be applicable.
· Discuss potential costs on the implementation of programs related to outbreak mitigation and prevention (2– 3 slides)
· Particularly, discuss direct costs (i.e., medication, medical devices, computer software and equipment), indirect costs (i.e., costs of absenteeism, change in productivity, foregone leisure time), and intangible costs (i.e., compassion fatigue, emotional anxiety, social stigma)
· Discuss the development and/or revisions of policies that align with prevention effectiveness measures at the FQHC (2 – 3 slides)
· You may provide specific examples based on the outbreak discussed in this presentation (i.e., COVID-19 response and surveillance, Measles outbreak, Listeria infections, Norovirus infections, etc.)
· Address the information needed to support the specific policy development and/or revision
· Discuss limitations and/or barriers regarding the implementation of health center policies and procedures (2 – 3 slides)
· References (1 to 2 slides)
**Start by reading and following these instructions:**
1. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.
2. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.
**The following specifications are required for this assignment:**
·
**Length:** 16-20 slides; answers must thoroughly address the questions in a clear, concise manner.
·
**Structure:** Title slide and reference slides in APA style.
Additionally, because a good presentation has few words on the slides, include a script
**with the verbiage you would say when presenting; the script should be a minimum of 50 words per slide.**
·
**USE 7/7 Rules for the slide**
·
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least five (5) scholarly citations to support your claims.
**Use scholarly sources to support your claims. PEER-REVIEWED ARTICLES ONLY.** Scholarly articles
**from 2021**
**to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
1. Examine the steps that the advanced practice provider should take during the recovery phase of an epidemic
**Learning Materials**
N/A
Centers for Disease Control and Prevention. (2023).
_Current Outbreak List_.
[https://www.cdc.gov/outbreaks/](https://www.cdc.gov/outbreaks/).
Centers for Disease Control and Prevention. (2014).
_E-learning course:_
_Introduction to Prevention Effectiveness_.
[https://www.cdc.gov/training-publichealth101/php/training/introduction-to-prevention-effectiveness.html?CDC_AAref_Val=https://www.cdc.gov/training/publichealth101/prevention-effectiveness.html](https://www.cdc.gov/training-publichealth101/php/training/introduction-to-prevention-effectiveness.html?CDC_AAref_Val=https://www.cdc.gov/training/publichealth101/prevention-effectiveness.html)
Centers for Disease Control and Prevention. (2022).
_Introduction to_
_Prevention Effectiveness._ [https://www.cdc.gov/training/publichealth101/prevention-effectiveness.html](https://www.cdc.gov/training/publichealth101/prevention-effectiveness.html)
Centers for Disease Control and Prevention. (2017).
_Part I: Introduction to_
_Economic Evaluation_.
[https://www.cdc.gov/polaris/php/economics/index.html](https://www.cdc.gov/polaris/php/economics/index.html)
Centers for Disease Control and Prevention. (2022).
_Solve the outbreak_.
[https://www.cdc.gov/mobile/applications/sto/web-app.html](https://www.cdc.gov/mobile/applications/sto/web-app.html)
Centers for Disease Control and Prevention. (2022).
_Lesson 6:_
_Investigating an Outbreak._ [https://archive.cdc.gov/#/details?url=https://www.cdc.gov/csels/dsepd/ss1978/lesson6/section1.html](https://archive.cdc.gov/)
**## Module7RUBRIC-Assignment7.2.docx**
10/18/26, 6:53 PM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
10/18/26, 6:53 PM
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Graduate PowerPoint Assignment Rubric v1
Course: DNP875 Sect1 Population Health and Person-Centered Care
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Content/Quality
of Information
Weight: 40%
/ 40
0
points
Topic is inappropri
–
ate to assignment,
not based on schol
–
arly information (if
required), unclear
and difficult to un
–
derstand, no hyper
–
links to credible
sites; did not include
required assignment
components; slide
notes missing (if
required).
28
points
Topic is mostly cov
–
ered and appropri
–
ate to assignment,
but not based on
scholarly informa
–
tion (if required);
mostly clear and un
–
derstandable; may
contain hyperlinks
to non-credible
sites; some of re
–
quired assignment
components are
present; minimal use
of slide notes (if
required).
32
points
Good coverage of
topic and appropri
–
ate to assignment;
sound, research-
based (if required)
information; clear
and understandable;
hyperlinks to credi
–
ble sites; all required
assignment compo
–
nents are accurate
and present; slide
notes used appro
–
priately (if required).
40
points
In-depth coverage
of topic and assign
–
ment components;
outstanding clarity
of information; de
–
tailed slide notes
ensure all required
content is well ex
–
plained (if required).
| | | | | | |
| — | — | — | — | — | — |
| Presentation<br>Weight: 20% | 0 points<br>Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points<br>Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points<br>Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points<br>Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Use of<br>Multimedia,<br>Graphics, Diagrams, and/or<br>Illustrations<br>Weight: 30% | 0 points<br>Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points<br>Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points<br>Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points<br>Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | / 30 |
Total
/ 100
Writing,
Mechanics, and
APA Weight:
%
10
/ 10
0
points
Style is inappropri
–
ate or does not ad
–
dress given audi
–
ence, purpose, etc.
Inconsistent gram
–
mar, spelling, and
punctuation; APA
format and style are
not evident
throughout the
presentation.
points
7
Style is somewhat
appropriate to given
audience and pur
–
pose. Repetitive me
–
chanical errors dis
–
tract the reader.
Inconsistencies in
language, sentence
structure, and/or
word choice are
present. There are
missing APA ele
–
ments or some are
incorrectly format
–
ted throughout the
presentation.
points
8
Style is appropriate
to the given audi
–
ence and purpose.
Word choice is spe
–
cific and purposeful,
and somewhat var
–
ied throughout.
Minimal mechanical
or typographical er
–
rors are present, but
are not overly dis
–
tracting. Reference
slide and in-text ci
–
tations have few
formatting errors.
points
10
Style shows original
–
ity and creativity.
Word choice is dy
–
namic and varied.
Free of mechanical
and typographical
errors. Reference
slide and other in-
text citations are
formatted correctly
using APA elements.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/4
https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459340/View 1/4
1/4
**## Module7RUBRIC-Assignment7.2.docx**
10/18/26, 6:53 PM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
10/18/26, 6:53 PM
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Graduate PowerPoint Assignment Rubric v1
Course: DNP875 Sect1 Population Health and Person-Centered Care
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Content/Quality
of Information
Weight: 40%
/ 40
0
points
Topic is inappropri
–
ate to assignment,
not based on schol
–
arly information (if
required), unclear
and difficult to un
–
derstand, no hyper
–
links to credible
sites; did not include
required assignment
components; slide
notes missing (if
required).
28
points
Topic is mostly cov
–
ered and appropri
–
ate to assignment,
but not based on
scholarly informa
–
tion (if required);
mostly clear and un
–
derstandable; may
contain hyperlinks
to non-credible
sites; some of re
–
quired assignment
components are
present; minimal use
of slide notes (if
required).
32
points
Good coverage of
topic and appropri
–
ate to assignment;
sound, research-
based (if required)
information; clear
and understandable;
hyperlinks to credi
–
ble sites; all required
assignment compo
–
nents are accurate
and present; slide
notes used appro
–
priately (if required).
40
points
In-depth coverage
of topic and assign
–
ment components;
outstanding clarity
of information; de
–
tailed slide notes
ensure all required
content is well ex
–
plained (if required).
| | | | | | |
| — | — | — | — | — | — |
| Presentation<br>Weight: 20% | 0 points<br>Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points<br>Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points<br>Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points<br>Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Use of<br>Multimedia,<br>Graphics, Diagrams, and/or<br>Illustrations<br>Weight: 30% | 0 points<br>Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points<br>Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points<br>Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points<br>Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | / 30 |
Total
/ 100
Writing,
Mechanics, and
APA Weight:
%
10
/ 10
0
points
Style is inappropri
–
ate or does not ad
–
dress given audi
–
ence, purpose, etc.
Inconsistent gram
–
mar, spelling, and
punctuation; APA
format and style are
not evident
throughout the
presentation.
points
7
Style is somewhat
appropriate to given
audience and pur
–
pose. Repetitive me
–
chanical errors dis
–
tract the reader.
Inconsistencies in
language, sentence
structure, and/or
word choice are
present. There are
missing APA ele
–
ments or some are
incorrectly format
–
ted throughout the
presentation.
points
8
Style is appropriate
to the given audi
–
ence and purpose.
Word choice is spe
–
cific and purposeful,
and somewhat var
–
ied throughout.
Minimal mechanical
or typographical er
–
rors are present, but
are not overly dis
–
tracting. Reference
slide and in-text ci
–
tations have few
formatting errors.
points
10
Style shows original
–
ity and creativity.
Word choice is dy
–
namic and varied.
Free of mechanical
and typographical
errors. Reference
slide and other in-
text citations are
formatted correctly
using APA elements.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/4
https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459340/View 1/4
1/4
**## Module7Assignment7.2.docx**
**Assignment Description:**
**Outbreak or Epidemic Effectiveness Measures Essay**
Create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least five (5) sources throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.
The purpose of this PowerPoint assignment is to determine, describe, and implement/revise prevention effectiveness measures related to outbreaks and/or epidemics at federally qualified health centers (FQHCs). The targeted audience is federally qualified health centers employees, clinicians, administration, Board members, and stakeholders. Please use the following prompts as a guide to develop this presentation:
· Title slide (1 slide)
· Presentation objectives (1 slide)
· Please include at least three objectives
· Provide a cohesive definition of prevention effectiveness measures (1 slide)
· Describe the key elements of prevention effectiveness research studies, including basic economic evaluation tools used in these studies
· Discuss how FQHCs may assess and determine the impact of their own facility prevention policies, programs, and practices (2 – 3 slides)
· Discuss the impact of applied research, prevention work (i.e., community demonstrations), and implementation processes.
· Discuss how FQHCs may assess and evaluate the allocation of health care resources within their infrastructures (2 – 3 slides)
· Discuss how FQHCS may conduct effective problem identification at the systems level (2 – 3 slides)
· You may provide specific examples such as COVID-19 response and surveillance, Measles outbreak, Listeria infections, and Norovirus infections, to name a few. Also, you may refer to the CDC Current Outbreak list to determine the most recent investigations and reports. Furthermore, you may discuss a policy solution or management decision that may be applicable.
· Discuss potential costs on the implementation of programs related to outbreak mitigation and prevention (2– 3 slides)
· Particularly, discuss direct costs (i.e., medication, medical devices, computer software and equipment), indirect costs (i.e., costs of absenteeism, change in productivity, foregone leisure time), and intangible costs (i.e., compassion fatigue, emotional anxiety, social stigma)
· Discuss the development and/or revisions of policies that align with prevention effectiveness measures at the FQHC (2 – 3 slides)
· You may provide specific examples based on the outbreak discussed in this presentation (i.e., COVID-19 response and surveillance, Measles outbreak, Listeria infections, Norovirus infections, etc.)
· Address the information needed to support the specific policy development and/or revision
· Discuss limitations and/or barriers regarding the implementation of health center policies and procedures (2 – 3 slides)
· References (1 to 2 slides)
**Start by reading and following these instructions:**
1. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.
2. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.
**The following specifications are required for this assignment:**
·
**Length:** 16-20 slides; answers must thoroughly address the questions in a clear, concise manner.
·
**Structure:** Title slide and reference slides in APA style.
Additionally, because a good presentation has few words on the slides, include a script
**with the verbiage you would say when presenting; the script should be a minimum of 50 words per slide.**
·
**USE 7/7 Rules for the slide**
·
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least five (5) scholarly citations to support your claims.
**Use scholarly sources to support your claims. PEER-REVIEWED ARTICLES ONLY.** Scholarly articles
**from 2021**
**to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
1. Examine the steps that the advanced practice provider should take during the recovery phase of an epidemic
**Learning Materials**
N/A
Centers for Disease Control and Prevention. (2023).
_Current Outbreak List_.
[https://www.cdc.gov/outbreaks/](https://www.cdc.gov/outbreaks/).
Centers for Disease Control and Prevention. (2014).
_E-learning course:_
_Introduction to Prevention Effectiveness_.
[https://www.cdc.gov/training-publichealth101/php/training/introduction-to-prevention-effectiveness.html?CDC_AAref_Val=https://www.cdc.gov/training/publichealth101/prevention-effectiveness.html](https://www.cdc.gov/training-publichealth101/php/training/introduction-to-prevention-effectiveness.html?CDC_AAref_Val=https://www.cdc.gov/training/publichealth101/prevention-effectiveness.html)
Centers for Disease Control and Prevention. (2022).
_Introduction to_
_Prevention Effectiveness._ [https://www.cdc.gov/training/publichealth101/prevention-effectiveness.html](https://www.cdc.gov/training/publichealth101/prevention-effectiveness.html)
Centers for Disease Control and Prevention. (2017).
_Part I: Introduction to_
_Economic Evaluation_.
[https://www.cdc.gov/polaris/php/economics/index.html](https://www.cdc.gov/polaris/php/economics/index.html)
Centers for Disease Control and Prevention. (2022).
_Solve the outbreak_.
[https://www.cdc.gov/mobile/applications/sto/web-app.html](https://www.cdc.gov/mobile/applications/sto/web-app.html)
Centers for Disease Control and Prevention. (2022).
_Lesson 6:_
_Investigating an Outbreak._ [https://archive.cdc.gov/#/details?url=https://www.cdc.gov/csels/dsepd/ss1978/lesson6/section1.html](https://archive.cdc.gov/)
**## Module7RUBRIC-Assignment7.2.docx**
10/18/26, 6:53 PM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
10/18/26, 6:53 PM
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Graduate PowerPoint Assignment Rubric v1
Course: DNP875 Sect1 Population Health and Person-Centered Care
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Content/Quality
of Information
Weight: 40%
/ 40
0
points
Topic is inappropri
–
ate to assignment,
not based on schol
–
arly information (if
required), unclear
and difficult to un
–
derstand, no hyper
–
links to credible
sites; did not include
required assignment
components; slide
notes missing (if
required).
28
points
Topic is mostly cov
–
ered and appropri
–
ate to assignment,
but not based on
scholarly informa
–
tion (if required);
mostly clear and un
–
derstandable; may
contain hyperlinks
to non-credible
sites; some of re
–
quired assignment
components are
present; minimal use
of slide notes (if
required).
32
points
Good coverage of
topic and appropri
–
ate to assignment;
sound, research-
based (if required)
information; clear
and understandable;
hyperlinks to credi
–
ble sites; all required
assignment compo
–
nents are accurate
and present; slide
notes used appro
–
priately (if required).
40
points
In-depth coverage
of topic and assign
–
ment components;
outstanding clarity
of information; de
–
tailed slide notes
ensure all required
content is well ex
–
plained (if required).
| | | | | | |
| — | — | — | — | — | — |
| Presentation<br>Weight: 20% | 0 points<br>Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points<br>Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points<br>Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points<br>Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Use of<br>Multimedia,<br>Graphics, Diagrams, and/or<br>Illustrations<br>Weight: 30% | 0 points<br>Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points<br>Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points<br>Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points<br>Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | / 30 |
Total
/ 100
Writing,
Mechanics, and
APA Weight:
%
10
/ 10
0
points
Style is inappropri
–
ate or does not ad
–
dress given audi
–
ence, purpose, etc.
Inconsistent gram
–
mar, spelling, and
punctuation; APA
format and style are
not evident
throughout the
presentation.
points
7
Style is somewhat
appropriate to given
audience and pur
–
pose. Repetitive me
–
chanical errors dis
–
tract the reader.
Inconsistencies in
language, sentence
structure, and/or
word choice are
present. There are
missing APA ele
–
ments or some are
incorrectly format
–
ted throughout the
presentation.
points
8
Style is appropriate
to the given audi
–
ence and purpose.
Word choice is spe
–
cific and purposeful,
and somewhat var
–
ied throughout.
Minimal mechanical
or typographical er
–
rors are present, but
are not overly dis
–
tracting. Reference
slide and in-text ci
–
tations have few
formatting errors.
points
10
Style shows original
–
ity and creativity.
Word choice is dy
–
namic and varied.
Free of mechanical
and typographical
errors. Reference
slide and other in-
text citations are
formatted correctly
using APA elements.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/4
https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459340/View 1/4
1/4
**## Module7Assignment7.2.docx**
**Assignment Description:**
**Outbreak or Epidemic Effectiveness Measures Essay**
Create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least five (5) sources throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.
The purpose of this PowerPoint assignment is to determine, describe, and implement/revise prevention effectiveness measures related to outbreaks and/or epidemics at federally qualified health centers (FQHCs). The targeted audience is federally qualified health centers employees, clinicians, administration, Board members, and stakeholders. Please use the following prompts as a guide to develop this presentation:
· Title slide (1 slide)
· Presentation objectives (1 slide)
· Please include at least three objectives
· Provide a cohesive definition of prevention effectiveness measures (1 slide)
· Describe the key elements of prevention effectiveness research studies, including basic economic evaluation tools used in these studies
· Discuss how FQHCs may assess and determine the impact of their own facility prevention policies, programs, and practices (2 – 3 slides)
· Discuss the impact of applied research, prevention work (i.e., community demonstrations), and implementation processes.
· Discuss how FQHCs may assess and evaluate the allocation of health care resources within their infrastructures (2 – 3 slides)
· Discuss how FQHCS may conduct effective problem identification at the systems level (2 – 3 slides)
· You may provide specific examples such as COVID-19 response and surveillance, Measles outbreak, Listeria infections, and Norovirus infections, to name a few. Also, you may refer to the CDC Current Outbreak list to determine the most recent investigations and reports. Furthermore, you may discuss a policy solution or management decision that may be applicable.
· Discuss potential costs on the implementation of programs related to outbreak mitigation and prevention (2– 3 slides)
· Particularly, discuss direct costs (i.e., medication, medical devices, computer software and equipment), indirect costs (i.e., costs of absenteeism, change in productivity, foregone leisure time), and intangible costs (i.e., compassion fatigue, emotional anxiety, social stigma)
· Discuss the development and/or revisions of policies that align with prevention effectiveness measures at the FQHC (2 – 3 slides)
· You may provide specific examples based on the outbreak discussed in this presentation (i.e., COVID-19 response and surveillance, Measles outbreak, Listeria infections, Norovirus infections, etc.)
· Address the information needed to support the specific policy development and/or revision
· Discuss limitations and/or barriers regarding the implementation of health center policies and procedures (2 – 3 slides)
· References (1 to 2 slides)
**Start by reading and following these instructions:**
1. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.
2. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.
**The following specifications are required for this assignment:**
·
**Length:** 16-20 slides; answers must thoroughly address the questions in a clear, concise manner.
·
**Structure:** Title slide and reference slides in APA style.
Additionally, because a good presentation has few words on the slides, include a script
**with the verbiage you would say when presenting; the script should be a minimum of 50 words per slide.**
·
**USE 7/7 Rules for the slide**
·
**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least five (5) scholarly citations to support your claims.
**Use scholarly sources to support your claims. PEER-REVIEWED ARTICLES ONLY.** Scholarly articles
**from 2021**
**to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**
1. Examine the steps that the advanced practice provider should take during the recovery phase of an epidemic
**Learning Materials**
N/A
Centers for Disease Control and Prevention. (2023).
_Current Outbreak List_.
[https://www.cdc.gov/outbreaks/](https://www.cdc.gov/outbreaks/).
Centers for Disease Control and Prevention. (2014).
_E-learning course:_
_Introduction to Prevention Effectiveness_.
[https://www.cdc.gov/training-publichealth101/php/training/introduction-to-prevention-effectiveness.html?CDC_AAref_Val=https://www.cdc.gov/training/publichealth101/prevention-effectiveness.html](https://www.cdc.gov/training-publichealth101/php/training/introduction-to-prevention-effectiveness.html?CDC_AAref_Val=https://www.cdc.gov/training/publichealth101/prevention-effectiveness.html)
Centers for Disease Control and Prevention. (2022).
_Introduction to_
_Prevention Effectiveness._ [https://www.cdc.gov/training/publichealth101/prevention-effectiveness.html](https://www.cdc.gov/training/publichealth101/prevention-effectiveness.html)
Centers for Disease Control and Prevention. (2017).
_Part I: Introduction to_
_Economic Evaluation_.
[https://www.cdc.gov/polaris/php/economics/index.html](https://www.cdc.gov/polaris/php/economics/index.html)
Centers for Disease Control and Prevention. (2022).
_Solve the outbreak_.
[https://www.cdc.gov/mobile/applications/sto/web-app.html](https://www.cdc.gov/mobile/applications/sto/web-app.html)
Centers for Disease Control and Prevention. (2022).
_Lesson 6:_
_Investigating an Outbreak._ [https://archive.cdc.gov/#/details?url=https://www.cdc.gov/csels/dsepd/ss1978/lesson6/section1.html](https://archive.cdc.gov/)
**## Module7RUBRIC-Assignment7.2.docx**
10/18/26, 6:53 PM Preview Rubric: Graduate PowerPoint Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
10/18/26, 6:53 PM
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Graduate PowerPoint Assignment Rubric v1
Course: DNP875 Sect1 Population Health and Person-Centered Care
Criteria
**Does Not Meet 0%**
**Approaches 70%**
**Meets 80%**
**Exceeds 100%**
**Criterion Score**
Content/Quality
of Information
Weight: 40%
/ 40
0
points
Topic is inappropri
–
ate to assignment,
not based on schol
–
arly information (if
required), unclear
and difficult to un
–
derstand, no hyper
–
links to credible
sites; did not include
required assignment
components; slide
notes missing (if
required).
28
points
Topic is mostly cov
–
ered and appropri
–
ate to assignment,
but not based on
scholarly informa
–
tion (if required);
mostly clear and un
–
derstandable; may
contain hyperlinks
to non-credible
sites; some of re
–
quired assignment
components are
present; minimal use
of slide notes (if
required).
32
points
Good coverage of
topic and appropri
–
ate to assignment;
sound, research-
based (if required)
information; clear
and understandable;
hyperlinks to credi
–
ble sites; all required
assignment compo
–
nents are accurate
and present; slide
notes used appro
–
priately (if required).
40
points
In-depth coverage
of topic and assign
–
ment components;
outstanding clarity
of information; de
–
tailed slide notes
ensure all required
content is well ex
–
plained (if required).
| | | | | | |
| — | — | — | — | — | — |
| Presentation<br>Weight: 20% | 0 points<br>Unattractive; difficult to interpret; poor color choice and slide contrast; slide presentation unorganized; slide effects detract from the content; missing slide headings or sub-headings (if required for organization purposes); missing title/reference slides. | 14 points<br>Attractive but somewhat difficult to interpret; somewhat pleasing contrast between text and background, slide presentation may be somewhat disorganized; transitions and slide effects detract from the content; may be missing title or reference slides; included slide headings/sub-headings may detract from presentation. | 16 points<br>Attractive; easy to interpret, pleasing colors with strong contrast between text and background, slide presentation organized, good use of transitions and slide effects which enhance the presentation; both title and reference slides are present. Slide headings/sub-headings are used appropriately to organize the presentation. | 20 points<br>Excellent use of transitions and effects that enhance the presentation. Presentation is organized and designed for maximum impact of content. | / 20 |
| | | | | | |
| — | — | — | — | — | — |
| Use of<br>Multimedia,<br>Graphics, Diagrams, and/or<br>Illustrations<br>Weight: 30% | 0 points<br>Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. | 21 points<br>Required multimedia, graphics, diagrams, and/or illustrations are generally relevant but some may not appropriately support the slide content. | 24 points<br>Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. | 30 points<br>Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. | / 30 |
Total
/ 100
Writing,
Mechanics, and
APA Weight:
%
10
/ 10
0
points
Style is inappropri
–
ate or does not ad
–
dress given audi
–
ence, purpose, etc.
Inconsistent gram
–
mar, spelling, and
punctuation; APA
format and style are
not evident
throughout the
presentation.
points
7
Style is somewhat
appropriate to given
audience and pur
–
pose. Repetitive me
–
chanical errors dis
–
tract the reader.
Inconsistencies in
language, sentence
structure, and/or
word choice are
present. There are
missing APA ele
–
ments or some are
incorrectly format
–
ted throughout the
presentation.
points
8
Style is appropriate
to the given audi
–
ence and purpose.
Word choice is spe
–
cific and purposeful,
and somewhat var
–
ied throughout.
Minimal mechanical
or typographical er
–
rors are present, but
are not overly dis
–
tracting. Reference
slide and in-text ci
–
tations have few
formatting errors.
points
10
Style shows original
–
ity and creativity.
Word choice is dy
–
namic and varied.
Free of mechanical
and typographical
errors. Reference
slide and other in-
text citations are
formatted correctly
using APA elements.
**Overall Score**
**Level 1**
0
points minimum
**Level 2**
70
points minimum
**Level 3**
80
points minimum
**Level 4**
100
points minimum
1/4
https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459340/View 1/4
1/4
– a day ago **files (1)** – ## Nu672Unit8AssignmentRubic.docx **## Nu672Unit8AssignmentRubic.docx** Nu 672 Unit 8 Assignment **Mixed Therapy Modalities in Clinical Practice** Trauma- and stressor-related disorders include disorders in which exposure to a traumatic or stressful event is listed explic…
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**files (1)**
– ## Nu672Unit8AssignmentRubic.docx
**## Nu672Unit8AssignmentRubic.docx**
Nu 672 Unit 8 Assignment
**Mixed Therapy Modalities in Clinical Practice**
Trauma- and stressor-related disorders include disorders in which exposure to a traumatic or stressful event is listed explicitly as a diagnostic criterion. These include reactive attachment disorder, disinhibited social engagement disorder, posttraumatic stress disorder (PTSD), acute stress disorder, adjustment disorders, and prolonged grief disorder.
Assignment Details:
For this assignment, you will prepare a PowerPoint presentation with voiceover using Kaltura. You will address posttraumatic stress disorder (PTSD), adjustment disorders, acute stress disorder, and
**one** other disorder of your choice (e.g., reactive attachment disorder, disinhibited social engagement disorder, or prolonged grief disorder). Alternatively, your additional disorder of choice could reflect a deeper dive into a derivative of PTSD (e.g., refugee PTSD); a derivative of adjustment disorders (e.g., termination of a romantic relationship); or a derivative of acute stress disorder (e.g., acute stress following a sexual assault). The presentation should include the following slides:
· Slide 1: Title Slide
· Slide 2: Introduction
· Slides 3–7: Posttraumatic stress disorder
· Slides 8–12: Adjustment disorders
· Slides 13–17: Acute stress disorder
· Slides 18–22: Disorder of choice
· Slide 23: Summary
· Slide 24: References
For
**_each_** disorder type, you will have five slides that address the following five topics:
1. Etiology and prevalence of the disorder
2. Diagnostic criteria and diagnostic features
3. Differential diagnoses
4. Pharmacologic and nonpharmacologic treatments, including but not limited to therapies and follow-up
5. Cultural, gender, ethnic, spiritual, and social considerations
**## Nu672Unit8AssignmentRubic.docx**
Nu 672 Unit 8 Assignment
**Mixed Therapy Modalities in Clinical Practice**
Trauma- and stressor-related disorders include disorders in which exposure to a traumatic or stressful event is listed explicitly as a diagnostic criterion. These include reactive attachment disorder, disinhibited social engagement disorder, posttraumatic stress disorder (PTSD), acute stress disorder, adjustment disorders, and prolonged grief disorder.
Assignment Details:
For this assignment, you will prepare a PowerPoint presentation with voiceover using Kaltura. You will address posttraumatic stress disorder (PTSD), adjustment disorders, acute stress disorder, and
**one** other disorder of your choice (e.g., reactive attachment disorder, disinhibited social engagement disorder, or prolonged grief disorder). Alternatively, your additional disorder of choice could reflect a deeper dive into a derivative of PTSD (e.g., refugee PTSD); a derivative of adjustment disorders (e.g., termination of a romantic relationship); or a derivative of acute stress disorder (e.g., acute stress following a sexual assault). The presentation should include the following slides:
· Slide 1: Title Slide
· Slide 2: Introduction
· Slides 3–7: Posttraumatic stress disorder
· Slides 8–12: Adjustment disorders
· Slides 13–17: Acute stress disorder
· Slides 18–22: Disorder of choice
· Slide 23: Summary
· Slide 24: References
For
**_each_** disorder type, you will have five slides that address the following five topics:
1. Etiology and prevalence of the disorder
2. Diagnostic criteria and diagnostic features
3. Differential diagnoses
4. Pharmacologic and nonpharmacologic treatments, including but not limited to therapies and follow-up
5. Cultural, gender, ethnic, spiritual, and social considerations
**files (1)** – ## WEEK7PROJECT.docx **## WEEK7PROJECT.docx** Instructions Students can work individually or work in groups. of 2-3. Working as a group, students will pick a topic based on course outcomes (COs) and research that topic for its connection to nursing/health care. Students may pick a to…
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– ## WEEK7PROJECT.docx
**## WEEK7PROJECT.docx**
Instructions
Students can work individually or work in groups. of 2-3. Working as a group, students will pick a topic based on course outcomes (COs) and research that topic for its connection to nursing/health care. Students may pick a topic from the suggested topics list or instructors may choose to assign specific topics to students. Additionally, students may choose a different topic that is relevant to the COs as long as the faculty approves it. Students must get approval for their chosen topic.
**The project must be presented via narrated/voiceover or video presentation and contain**
**all group members presenting on the topic. Each group member must introduce themselves when speaking and/or put their name on the slides they made. The presentation should be 10-15 mins in length. Do not include embedded videos from YouTube, Kahn Academy, TikTok, or other sources, as these will not count toward the length. Instructors may have additional requirements.**
Review the tutorial on
[how to create a narrated PowerPointLinks to an external site.](https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/SitePages/Office365–PowerPoint.aspx).
Suggested Formats
· Narrated/voiceover PowerPoint presentation
· Video presentation that must receive prior approval from the professor. A PowerPoint must also be submitted for the TurnItIn score.
Suggested Project Topics
· Linking ADPIE/ADOPIE to the scientific method (CO 1)
· Chemistry and public health effects of the Flint River crisis (CO 6, 7)
· The chemistry of Isotopes in cancer treatment (CO 9)
· The chemistry behind radioisotopes in imaging techniques and the importance of these techniques (CO 2, 9)
· The chemistry behind radioisotopes in diagnosis and therapy (not including imaging methods) (CO 2, 9)
· The chemistry of simple ionic compounds in healthcare and their uses (CO 3)
· The chemistry behind why certain molecules are able to cross the blood-brain or placental barrier or skin while others are not (CO 8)
· Relating stoichiometry to dosage calculations (CO 4)
· Application of the ideal gas laws to gas canisters (CO 5)
· The chemistry of Acidosis or Alkalosis. Groups should focus on one and not both. (CO 7)
· Tracking the functional group similarities between a series of synthetic drugs and the natural compounds they were based on (CO 8)
· Chemistry of therapeutic drug(s) and how they affect health/human body (CO 8)
· Chemistry of recreational drug(s)/chemicals and how they affect health/human body (CO 9, 10)
· Use of polymers in clinical interventions (CO 8, 10)
· Chemistry of nutrition (CO 10)
· Looking at the gene sequence that is linked to a genetic disorder (CO 10)
· Other topics as approved by the instructor
**## WEEK7PROJECT.docx**
Instructions
Students can work individually or work in groups. of 2-3. Working as a group, students will pick a topic based on course outcomes (COs) and research that topic for its connection to nursing/health care. Students may pick a topic from the suggested topics list or instructors may choose to assign specific topics to students. Additionally, students may choose a different topic that is relevant to the COs as long as the faculty approves it. Students must get approval for their chosen topic.
**The project must be presented via narrated/voiceover or video presentation and contain**
**all group members presenting on the topic. Each group member must introduce themselves when speaking and/or put their name on the slides they made. The presentation should be 10-15 mins in length. Do not include embedded videos from YouTube, Kahn Academy, TikTok, or other sources, as these will not count toward the length. Instructors may have additional requirements.**
Review the tutorial on
[how to create a narrated PowerPointLinks to an external site.](https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/SitePages/Office365–PowerPoint.aspx).
Suggested Formats
· Narrated/voiceover PowerPoint presentation
· Video presentation that must receive prior approval from the professor. A PowerPoint must also be submitted for the TurnItIn score.
Suggested Project Topics
· Linking ADPIE/ADOPIE to the scientific method (CO 1)
· Chemistry and public health effects of the Flint River crisis (CO 6, 7)
· The chemistry of Isotopes in cancer treatment (CO 9)
· The chemistry behind radioisotopes in imaging techniques and the importance of these techniques (CO 2, 9)
· The chemistry behind radioisotopes in diagnosis and therapy (not including imaging methods) (CO 2, 9)
· The chemistry of simple ionic compounds in healthcare and their uses (CO 3)
· The chemistry behind why certain molecules are able to cross the blood-brain or placental barrier or skin while others are not (CO 8)
· Relating stoichiometry to dosage calculations (CO 4)
· Application of the ideal gas laws to gas canisters (CO 5)
· The chemistry of Acidosis or Alkalosis. Groups should focus on one and not both. (CO 7)
· Tracking the functional group similarities between a series of synthetic drugs and the natural compounds they were based on (CO 8)
· Chemistry of therapeutic drug(s) and how they affect health/human body (CO 8)
· Chemistry of recreational drug(s)/chemicals and how they affect health/human body (CO 9, 10)
· Use of polymers in clinical interventions (CO 8, 10)
· Chemistry of nutrition (CO 10)
· Looking at the gene sequence that is linked to a genetic disorder (CO 10)
· Other topics as approved by the instructor
– [\ \ IMG_4804.png](https://www.sweetstudy.com/files/img-4804-png-10612675 "IMG_4804.png") – [\ \ IMG_4803.png](https://www.sweetstudy.com/files/img-4803-png-10612677 "IMG_4803.png") – [\ \ IMG_4802.png](https://www.sweetstudy.com/files/img-4802-png-10612679 "IMG_4802.png")
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IMG_4804.png](https://www.sweetstudy.com/files/img-4804-png-10612675 "IMG_4804.png")
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IMG_4803.png](https://www.sweetstudy.com/files/img-4803-png-10612677 "IMG_4803.png")
– [\
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IMG_4802.png](https://www.sweetstudy.com/files/img-4802-png-10612679 "IMG_4802.png")
PLEASE MAKE THE CONCEPT ON CLOTTING. USE TEMPLATE PROVIDED **3. Complete the client information section and the topic of the map.** 1. Use SBAR format for the client information. Visit the ELO to learn more. SBAR includes: 1. **Situation** – Situation states what is currently happening with the pat…
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Order on TutorsGallery →PLEASE MAKE THE CONCEPT ON CLOTTING. USE TEMPLATE PROVIDED
**3. Complete the client information section and the topic of the map.**
1. Use SBAR format for the client information. Visit the ELO to learn more. SBAR includes:
1. **Situation**
– Situation states what is currently happening with the patient. It usually begins with the identity of the person communicating the SBAR, patient identifiers such as age and gender, and a brief statement of the current problem or situation.
2. **Background**
– Background covers clinical background such as patient history related to the current situation, signs and symptoms of the presenting complaint, and any test results, such as lab or imaging reports.
3. **Assessment**
– Assessment reports what the person communicating the SBAR thinks the problem is. It states what the nurse or other provider has assessed based on the background information, patient history, and observations.
4. **Recommendation**
– Recommendations and Requests state an initial recommendation, what is needed and when, and repeats back the stated response from the other provider or patient to ensure accuracy.
2. The topic of the map is your chosen concept. This might not always be the client’s primary concern.
1. For example, if your chosen concept is ‘Mobility’, focus on cues and interventions related to ‘Mobility’ even if the client has a higher priority concern (such as ‘Perfusion’.) Concepts are often interrelated, but you should maintain the focus of the map on the chosen concept.
**4. Build your Clinical Judgment Concept Map.**
1. Locate and download the concept map template within the ‘DFC Concept Map’ module.
2. Complete all boxes for your client.
3. Use the assignment rubric to ensure you meet the requirements of the assignment.
4. The arrows on the template are there to remind you that this map is intended to be completed in a certain order.
5. What is a hypothesis?
1. A hypothesis is a proposed explanation made on the basis of available information. It is a starting point to problem-solving.
_Recognize cues:_ Based on available client data, identify relevant or important cues or information. Subjective and objective could be considered. Specific client values are included where appropriate (i.e. heart rate, oxygen saturation, etc).
_Analyze cues:_ Link identified cues to the client’s presentation. Determine conditions that are consistent with those cues.
– A condition is defined as “a normal state with regard to one's health, such as pregnancy, or to a disease, disorder, illness, or injury” (National Institutes of Health, n.d.).
_Prioritize hypotheses:_ Think “Where do I start?” Based on your analysis of the client’s condition, determine which explanations are most likely. List and rank hypotheses according to most urgent problems and priority order.
_Generate solutions:_ Using the hypothesis, identify desirable outcomes for the client. Goals are listed in SMART format.
– In SMART format, goals are **S** pecific, **M** easurable, **A** chievable, **R** elevant, and **T** ime-Bound. Visit the ELO for more information.
– Here is an example of a SMART goal: The patient will report a pain level of 4 or less on a 0-10 scale within 30 minutes of pain medication administration.
_Take action_: Using the identified SMART goals, identify and describe how nursing interventions will be performed, administered, communicated, or taught. Interventions will address the priority concerns and are designed to help meet the client’s goals.
– Intervention #1 should be crafted to help meet SMART goal #1.
_Evaluate outcomes:_ Compare observed outcomes against expected outcomes. Determine if your identified interventions were effective.
– Be sure that these evaluative statements are in past tense, as you are seeing how the interventions progressed. This should look like "The (goal was achieved) by (time specified) as evidenced by (supporting findings) after (nursing intervention was performed)."
– You are evaluating if Goal #1 was accomplished by Intervention #1 by the time frame specified.
_*To reiterate: SMART goal #1, Intervention #1, and Evaluation #1 should all be related. This should be repeated for all goals and their associated interventions and outcomes._
**5. Give credit to your sources.**
1. After completing your concept map, be sure to give credit to your sources on both the Reference page and as in-text citations.
2. Your references should be listed in APA 7th edition format.
1. This will include the author, the publication year, and the source.
2. The [Writing CenterLinks to an external site.](https://nightingale.myday.cloud/pages/writingcenterhome) can help with APA format. You can also use the Citation Machine in the Purdue OWL site to assist in creating reference entries.
– [\
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DFCConceptMapTemplateLevel3-Unlocked2.docx](https://www.sweetstudy.com/files/dfcconceptmaptemplatelevel3-unlocked2-docx "DFCConceptMapTemplateLevel3-Unlocked2.docx")
**PLEEASE rememeber everything needs to have a sequence** This is your fifth week of the implementation of your DNP Project. Every week, you will be providing a report of your practicum project evolution. Please answer the following questions: What is your PICOT? 1. Provide a summary of your goals f…
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Order on TutorsGallery →**PLEEASE rememeber everything needs to have a sequence**
This is your fifth week of the implementation of your DNP Project.
Every week, you will be providing a report of your practicum project evolution. Please answer the following questions:
What is your PICOT?
1. Provide a summary of your goals for the **fifth** week.
2. Provide a description of the activities conducted this week.
3. What were the positive elements of this week?
4. What were unexpected events this week?
5. What would be the adjustment that you will need to make next week?
6. How many hours are you going to spend in total in your practicum site this week? How many hours in total will you be reporting into your practicum log including the hours spent with your DNP Mentor, Preceptor, Professor, and Associate Dean?
**Please provide at least 800 words for your initial thread**
– [\
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ModificationsfromIRB.docx](https://www.sweetstudy.com/files/modificationsfromirb-docx-10612393 "ModificationsfromIRB.docx")
– [\
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All_Combined_Revised.docx](https://www.sweetstudy.com/files/all-combined-revised-docx "All_Combined_Revised.docx")
In-depth study guidance and analytical solution covering God, Humanity, and human dignity.
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