Tag: Education

  • [Solved] 509 C2

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    **Contingency Theory:** Kessler, E. H. (2013). Contingency theory of leadership. In _Encyclopedia of Management Theory_. (pp. 148-152). SAGE Publications, Inc. **Path-Goal Theory:** Kessler, E. H. (2013). Path-Goal theory of leadership. In _Encyclopedia of Management Theory_. (pp. 580-584). SAGE Pub…

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    **Contingency Theory:**

    Kessler, E. H. (2013). Contingency theory of leadership. In _Encyclopedia of Management Theory_. (pp. 148-152). SAGE Publications, Inc.

    **Path-Goal Theory:**

    Kessler, E. H. (2013). Path-Goal theory of leadership. In _Encyclopedia of Management Theory_. (pp. 580-584). SAGE Publications, Inc.

    ### **Assignment Instructions**

    #### **Exploring Contingency and Path-Goal Theories of Leadership**

    Begin with an introduction that introduces the Contingency and Path-Goal theories of leadership. Provide an overview of the questions that will be addressed, highlighting the significance of understanding these theories in the context of leadership effectiveness.

    **Definition of Contingency and Path-Goal Theories:** Define the Contingency and Path-Goal theories of leadership in your own words. Discuss the key elements and principles underlying each theory, emphasizing their focus on situational factors, follower characteristics, and leadership behaviors.

    **Strengths and Criticisms of Each Theory:** Describe the strengths and criticisms of both the Contingency and Path-Goal theories of leadership. Utilize insights from the background readings to discuss the empirical evidence supporting each theory, as well as any limitations or controversies associated with their application.

    **Application to Educational Settings:** Select one theory (Contingency or Path-Goal) and reflect on its potential application to your current or future educational setting. Consider the following questions:

    1. How is this theory useful for a leader or manager in an educational context? Discuss specific leadership behaviors or strategies that align with the chosen theory and could enhance leadership effectiveness.
    2. How is this theory useful to organizational success or student success? Explore the potential impact of applying the chosen theory on improving organizational processes, fostering a positive school culture, and promoting student engagement and achievement.

    Summarize the key points discussed and emphasize the importance of understanding the Contingency and Path-Goal theories of leadership for effective leadership practice in educational settings. Highlight the potential benefits of applying these theories to enhance leadership effectiveness and promote organizational and student success.

    – 2 years ago

  • [Solved] discussions

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    all discussions at least 250 words each – 2 years ago **files (1)** – ## Discussions.docx **## Discussions.docx** **Discussion 10: Siblings** · Read the following article: · · Williams, P.D., Piamjariyakul, U., Graff, J.C., & Stanton, A. (2010). Developmental disabilities: Effects on well siblings. …

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    all discussions at least 250 words each

    – 2 years ago

    **files (1)**

    – ## Discussions.docx

    **## Discussions.docx**

    **Discussion 10: Siblings**

    · Read the following article:

    ·

    · Williams, P.D., Piamjariyakul, U., Graff, J.C., & Stanton, A. (2010). Developmental disabilities: Effects on well siblings.
    _Issues in Comprehensive Pediatric nursing, 33,_ 39-55.

    · Discuss the findings from the article and the themes discussed by the researchers.  As a professional who will provide family-centered services, how can you include siblings in the supportive therapeutic process?  Also, consider what responsibilities the siblings may encounter as they move into adulthood.

    **Discussion 11: Communication and Collaboration with Families**

    · Discuss the stages/phases of family – professional partnerships as outlined in Chapter 9 of Hanson & Lynch,
    _Understanding Families_.  Then discuss what you can do as a professional to improve communication with families.  Read the case studies presented on page 224-225 of Hanson & Lynch and discuss what the practitioner did well to foster communication and collaboration.  What else would you do, in regards to this case study to promote further communication and collaboration?

    **Discussion 12: Parent Involvement**

    · Discuss the benefits of being involved in child educational programming.  Also discuss the obstacles that families may face in the attempt to be involved.  Read the following sources to guide your background knowledge.

    ·

    · Odom, Horner, Snell, and Blacher,
    _Handbook of Developmental Disabilities,_ Chapter 28.

    · Spann, S.J., Kohler, F.W., & Soenksen, D. (2003). Examining parents’ involvement in and perceptions of special education services: An interview with families in a parent support group.
    _Focus on Autism and Other Developmental Disabilities, 18,_ 228-237.

    **Discussion 15: Parent Emotional Support**

    · Describe the differences in services that you can provide for parents with a child diagnosed with a developmental disability.  What kinds of recommendations can you suggest for the parents?  Compare and contrast the different views/issues of mothers and fathers as well as the differences in regards to the age of the child with a disability.  Consider the possible implications having a child with a disability may have on parent relations an/or marriage.  Lastly, discuss the possibility of parents and their identification with having a child with a disability and the impact this may have on their well-being (Does this define them? Have they lost their own identity?)  Please read the following articles for background knowledge:

    ·

    · Hastings, R.P., Kovshoff, H., Brown, T., Wards, N.J., Espinosa, F.D., & Remington, B. (2005). Coping strategies in mothers and fathers of preschool and school-age children with autism.
    _Autism, 9,_ 377-391.

    · White, N., & Hastings, R.P. (2004). Social and professional support for parents of adolescents with severe intellectual disabilities.
    _Journal of Applied Research in Intellectual Disabilities, 17,_ 181-190.

    **## Discussions.docx**

    **Discussion 10: Siblings**

    · Read the following article:

    ·

    · Williams, P.D., Piamjariyakul, U., Graff, J.C., & Stanton, A. (2010). Developmental disabilities: Effects on well siblings.
    _Issues in Comprehensive Pediatric nursing, 33,_ 39-55.

    · Discuss the findings from the article and the themes discussed by the researchers.  As a professional who will provide family-centered services, how can you include siblings in the supportive therapeutic process?  Also, consider what responsibilities the siblings may encounter as they move into adulthood.

    **Discussion 11: Communication and Collaboration with Families**

    · Discuss the stages/phases of family – professional partnerships as outlined in Chapter 9 of Hanson & Lynch,
    _Understanding Families_.  Then discuss what you can do as a professional to improve communication with families.  Read the case studies presented on page 224-225 of Hanson & Lynch and discuss what the practitioner did well to foster communication and collaboration.  What else would you do, in regards to this case study to promote further communication and collaboration?

    **Discussion 12: Parent Involvement**

    · Discuss the benefits of being involved in child educational programming.  Also discuss the obstacles that families may face in the attempt to be involved.  Read the following sources to guide your background knowledge.

    ·

    · Odom, Horner, Snell, and Blacher,
    _Handbook of Developmental Disabilities,_ Chapter 28.

    · Spann, S.J., Kohler, F.W., & Soenksen, D. (2003). Examining parents’ involvement in and perceptions of special education services: An interview with families in a parent support group.
    _Focus on Autism and Other Developmental Disabilities, 18,_ 228-237.

    **Discussion 15: Parent Emotional Support**

    · Describe the differences in services that you can provide for parents with a child diagnosed with a developmental disability.  What kinds of recommendations can you suggest for the parents?  Compare and contrast the different views/issues of mothers and fathers as well as the differences in regards to the age of the child with a disability.  Consider the possible implications having a child with a disability may have on parent relations an/or marriage.  Lastly, discuss the possibility of parents and their identification with having a child with a disability and the impact this may have on their well-being (Does this define them? Have they lost their own identity?)  Please read the following articles for background knowledge:

    ·

    · Hastings, R.P., Kovshoff, H., Brown, T., Wards, N.J., Espinosa, F.D., & Remington, B. (2005). Coping strategies in mothers and fathers of preschool and school-age children with autism.
    _Autism, 9,_ 377-391.

    · White, N., & Hastings, R.P. (2004). Social and professional support for parents of adolescents with severe intellectual disabilities.
    _Journal of Applied Research in Intellectual Disabilities, 17,_ 181-190.

  • [Solved] Adrienne science

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    Learning Objectives Upon completion of this lab students will be able to; A. Demonstrate ability to search the internet for information relevant to Climate Change, and to judge the value of the information based on source, accuracy and veracity. B. Demonstrate ability to separate opinion from fact w…

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    Learning Objectives Upon completion of this lab students will be able to;

    A. Demonstrate ability to search the internet for information  relevant to Climate Change, and to judge the value of the information  based on source, accuracy and veracity.

    B. Demonstrate ability to separate opinion from fact when looking at Climate Change resources available in the internet.

    C. Apply researched data in order to present climate change problems and solutions.

    Activity Instructions

    1. Students will search the internet for a a current news story  (published in the last year) that relates to Climate Change. The story  can be in the form of a video news clip, a journal oe newspaper article,  a podcast or a documentary.
    2. Once the student has identified the current news story they want to use, they should create a script for a YouTube Video. YESSS thats  right, you are going to imagine you are a Youtuber with a promi$ing  Youtube Channel. The script can be constructed using WORD or POWERPOINT.
    3. Keep in mind that your audience is composed of students like you.  Non-majors with little science background. This means you are targeting  the general public, so beware of using materials that are too  complicated, or require advanced knowledge.
    4. The Original Video plan should include the following:
    – Title, name and date. (5 points)
    – Identify the original Current News you are using as a base for  your video, and give a link I can click on to check it out. (15 points)
    – Search the internet for at least 2 additional information sources  that will help you round up or expand the information from the original  news source. Include the two references or clickable links. (20)
    – Develop the script you plan to use. Make sure you include any  pictures, sounds or short videos you are planning to incorporate or  sample into your Original Video.(40)
    – Write a question you would ask your viewers to answer in your Comments section.
    – What do you expect would be the reaction of your viewers? Give a good comment and a bad comment example (KEEP IT PG!!)
    5. Submit the Video Plan

    – 2 years ago

  • [Solved] 509 SLP3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    As you read the chapters below, consider the following questions (and take notes): – What are the assumptions of the structural frame? – What are the assumptions of the human resources frame? Bolman, L. G., & Deal, T. E. (2017). Chapter 3: Getting organized. _Reframing organizations: Artistry, choic…

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    Assignment Prompt & Instructions

    As you read the chapters below, consider the following questions (and take notes):

    – What are the assumptions of the structural frame?
    – What are the assumptions of the human resources frame?

    Bolman, L. G., & Deal, T. E. (2017). Chapter 3: Getting organized. _Reframing organizations: Artistry, choice, and leadership_ (6 ed.). (pp. 45 – 70).

    Wiley.

    Bolman, L. G., & Deal, T. E. (2017). Chapter 6: People and organizations. _Reframing organizations: Artistry, choice, and leadership_ (6 ed.). (pp. 115 – 134).

    Wiley.

    ### **SLP Assignment**

    1. Introduction
    2. Describe the components of the structural and human resources frames.
    3. Discuss the potential interactions between the two frames.
    4. Reflect on how the structural frame or human resources frame is useful to you in your current role as a leader or manager.
    5. Conclusion

    – 2 years ago

  • [Solved] 506 SLP3

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    For your Module 3 SLP, you are building on the PowerPoint presentation you started in Modules 1 and 2. Go back and read the SLP overview contained in Module 1 if you have not done so already. The topic of Module 3 is 1st Amendment freedoms, so you should integrate the legal material (laws, cases, et…

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    For your Module 3 SLP, you are building on the PowerPoint presentation you started in Modules 1 and 2. Go back and read the SLP overview contained in Module 1 if you have not done so already. The topic of Module 3 is 1st Amendment freedoms, so you should integrate the legal material (laws, cases, etc.) from the background readings into your information about your chosen institution. Keep in mind that this information should be presented as information that your audience (identified in Module 1) needs to know, so you should provide enough explanation/discussion (likely in the notes section) so that your audience understands how this information pertains to them.

    For Module 3, create the following slides (for a total of 11 slides):

    – 2 slides about student free speech at your institution
    – 2 slides about faculty free speech at your institution
    – 2 slides about the free exercise of religion at your institution
    – 2 slides about the Establishment Clause at your institution
    – 1 slide about the freedom of the press at your institution
    – 1 slide about the right to assembly at your institution
    – 1 reference slide

    – 2 years ago

  • [Solved] 506 C3

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    ## Module 3 – Case ### 1st Amendment Freedoms #### **Case Assignment** ##### **Analysis of a U.S. Supreme Court Case on First Amendment Free Speech Rights** **Objective:** To analyze a U.S. Supreme Court case concerning First Amendment free speech rights and explore its impact on the rights of stude…

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    Assignment Prompt & Instructions

    ## Module 3 – Case

    ### 1st Amendment Freedoms

    #### **Case Assignment**

    ##### **Analysis of a U.S. Supreme Court Case on First Amendment Free Speech Rights**

    **Objective:** To analyze a U.S. Supreme Court case concerning First Amendment free speech rights and explore its impact on the rights of students and/or faculty on school or university campuses.

    ##### **Instructions:**

    **Case Selection:** Choose one of the U.S. Supreme Court cases provided in the background readings that focuses on First Amendment free speech rights.

    ##### **Structure:**

    **Introduction:** Provide a brief overview of the chosen case and its significance.

    **Factual Background:** Clearly and concisely outline the factual background of the case.

    **Legal Issue:** Identify and explain the legal issue(s) pertaining to First Amendment free speech rights addressed in the case.

    **Court Decision:** Summarize the court's decision regarding the legal issue(s) related to free speech rights.

    **Court's Reasoning:** Analyze the reasoning and justification provided by the court for their decision.

    **Impact on Free Speech Rights:** Discuss how this case has shaped the law concerning the free speech rights of students and/or faculty on school or university campuses. This section should be at least one full page in length.

    Dhingra, N. (2019). Student free speech and schools as public spaces. _Educational Theory, 69_(6), 657–673.

    Lupu, I.C., & Davis, E., & Davis, E. (2019). [_Religion in the public schools_](https://www.pewforum.org/2019/10/03/religion-in-the-public-schools-2019-update/). Retrieved from

    https://www.pewforum.org/2019/10/03/religion-in-the-public-schools-2019-update/

    **Relevant Supreme Court Cases:**

    [_Bethel v. Fraser_](https://www.law.cornell.edu/supremecourt/text/478/675) _,_ 478 U.S. 675 (1986). Retrieved from https://www.law.cornell.edu/supremecourt/text/478/675 .

    [_Hazelwood School District v. Kuhlmeier_](http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=484&invol=260.), 484 U.S. 260 (1988). Retrieved from http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=484&invol=260.

    [_Morse v. Frederick_](http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=000&invol=06-278.), 551 U.S. 393 (2007). Retrieved from http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=000&invol=06-278.

    [_Tinker v. Des Moines School District_](https://www.law.cornell.edu/supremecourt/text/393/503), 393 U.S. 503 (1969). Retrieved from

    https://www.law.cornell.edu/supremecourt/text/393/503

    – 2 years ago

  • [Solved] synopsis

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    In-depth study guidance and analytical solution covering synopsis.

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

  • [Solved] question assigment

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    – 2 years ago **files (4)** – ## FormativeAssessmentRubricTemplate10-15-24-1.docx – ## FormativeAssessmentRubricTemplate10-15-24-4.docx – ## FormativeAssessmentRubricTemplate10-15-24-2.docx – Module5FormativeAssessmentandRubricDesign.docx **## FormativeAssessmentRubricTemplate10-15-24-1.docx** Creat…

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    – 2 years ago

    **files (4)**

    – ## FormativeAssessmentRubricTemplate10-15-24-1.docx

    – ## FormativeAssessmentRubricTemplate10-15-24-4.docx

    – ## FormativeAssessmentRubricTemplate10-15-24-2.docx

    – Module5FormativeAssessmentandRubricDesign.docx

    **## FormativeAssessmentRubricTemplate10-15-24-1.docx**

    Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.

    All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.

    **YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**

    | | | | | |
    | — | — | — | — | — |
    | | Rating | | | |
    | (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
    | Criteria | | | | |
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    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |

    **## FormativeAssessmentRubricTemplate10-15-24-4.docx**

    Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.

    All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.

    **YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**

    | | | | | |
    | — | — | — | — | — |
    | | Rating | | | |
    | (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |

    **## FormativeAssessmentRubricTemplate10-15-24-2.docx**

    Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.

    All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.

    **YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**

    | | | | | |
    | — | — | — | — | — |
    | | Rating | | | |
    | (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |

    **Module5FormativeAssessmentandRubricDesign.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module5formativeassessmentandrubricdesign-docx)

    **Module5FormativeAssessmentandRubricDesign.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module5formativeassessmentandrubricdesign-docx)

    **## FormativeAssessmentRubricTemplate10-15-24-1.docx**

    Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.

    All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.

    **YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**

    | | | | | |
    | — | — | — | — | — |
    | | Rating | | | |
    | (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |

    **## FormativeAssessmentRubricTemplate10-15-24-4.docx**

    Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.

    All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.

    **YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**

    | | | | | |
    | — | — | — | — | — |
    | | Rating | | | |
    | (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |

    **## FormativeAssessmentRubricTemplate10-15-24-2.docx**

    Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.

    All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.

    **YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**

    | | | | | |
    | — | — | — | — | — |
    | | Rating | | | |
    | (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |

    **Module5FormativeAssessmentandRubricDesign.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module5formativeassessmentandrubricdesign-docx)

    **## FormativeAssessmentRubricTemplate10-15-24-1.docx**

    Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.

    All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.

    **YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**

    | | | | | |
    | — | — | — | — | — |
    | | Rating | | | |
    | (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |

    **## FormativeAssessmentRubricTemplate10-15-24-4.docx**

    Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.

    All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.

    **YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**

    | | | | | |
    | — | — | — | — | — |
    | | Rating | | | |
    | (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |

    **## FormativeAssessmentRubricTemplate10-15-24-2.docx**

    Create a rubric based on the formative assessment using this template. You will use this rubric to assess if your students are progressing towards mastery of the learning targets.

    All criteria should be observable and measurable and aligned with your learning targets. One example is included in the rubric to give you an idea of how it should look (you do not need to use this example in your actual rubric). Fill in at least 4 (up to 6) criteria and list in the rating section how many points the student will earn for each area and what they must achieve to earn each level of points.

    **YOU MAY ADD ROWS AND COLUMNS TO THE TABLE AS NEEDED**

    | | | | | |
    | — | — | — | — | — |
    | | Rating | | | |
    | (Example)<br>Criteria <br>Learning Targets<br>Identify at least 4 learning targets | **Level 4 – Full Marks**<br>**(3 points)**<br>Targets are aligned to standard and are measurable | **Level 3 -Proficient**<br>**(2 Points)**<br>Targets are either aligned to standards or are measurable | **Level 2- Novice**<br>**(1 points)**<br>Targets not aligned to standard and are not measurable | **Level 1 –**<br>**No Marks**<br>**(0 points)**<br>Targets and standard are not present |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |
    | Criteria | | | | |

    **Module5FormativeAssessmentandRubricDesign.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module5formativeassessmentandrubricdesign-docx)

  • [Solved] Education Self-Advocacy/Self-Determination Article Review Assignment

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    Executive Solution Overview

    Self-Advocacy/Self-Determination Article Review Assignment Liberty University – 2 years ago

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    Self-Advocacy/Self-Determination Article Review Assignment Liberty University

    – 2 years ago

  • [Solved] Education Autonomy & Ethical Principles of Care Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (4)** – ## AutonomyEthicsAssignment.docx – ## Rubric-AutonomyandEthicalPrinciplesofCare.pdf – DisclosureConsentforCholecystectomy.pdf – BibliU-Print-9780429015830.pdf **## AutonomyEthicsAssignment.docx** Please examine the example of a basic patient informed consent form for th…

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    – 2 years ago

    **files (4)**

    – ## AutonomyEthicsAssignment.docx

    – ## Rubric-AutonomyandEthicalPrinciplesofCare.pdf

    – DisclosureConsentforCholecystectomy.pdf
    – BibliU-Print-9780429015830.pdf

    **## AutonomyEthicsAssignment.docx**

    Please examine the example of a basic patient informed consent form for the common surgical procedure of gallbladder removal entitled, "Disclosure and Consent for Cholecystectomy," located right here
    [https://hcah-p-001-delivery.stylelabs.cloud/api/public/content/52239f68a3ba4e03aeffb407a33e5152?v=bec22a66](https://hcah-p-001-delivery.stylelabs.cloud/api/public/content/52239f68a3ba4e03aeffb407a33e5152?v=bec22a66) and answer the following questions in a paper of 1,000-1,200 words:

    1. Based on what you have learned about the Patients' Bill of Rights and autonomy, do you believe this basic patient consent form adequately informs patients of their medical rights? Explain your answer in detail and use a reference for support.

    2. Would the basic consent form for Laparoscopic Cholecystectomy be understood by the average person in the United States with a reading ability of a typical 8th grader? Explain your answer.

    3. Describe at least three steps health care providers can take in order to ensure patients understand their care as well as prepare them to give acceptable consent for the procedure.

    4. Discuss the patient's right to terminate care with a health care professional. Identify the steps a patient would take to terminate care. Explain the ethical components that would take place in that process.

    Include at least three scholarly, peer-reviewed references from the GCU Library to support your positions. I attached one reference; separate you can use your own other two references.

    Here is the reference for the attached document named Textbook -Autonomy. You won’t be able to access it but use it in the paper.

    Frezza, E. E. (2019).
    _Medical ethics: A reference guide for guaranteeing principled care and quality_. New York, NY: Productivity Press. ISBN-13: 9781138581074.

    **## Rubric-AutonomyandEthicalPrinciplesofCare.pdf**

    4/3/25, 7:50 PM

    Page 1 of 9about:srcdoc

    Benchmark – Autonomy and Ethical Principles of Care – Rubric

    Adequacy of Basic Patient Consent Forms 15 points

    Criteria Description

    5. Excellent 15 points

    Essay clearly and thoroughly identifies whether the basic patient consent

    form adequately informs patients of their medical rights in light of the

    Patients Bill of Rights and patient autonomy.

    4. Good 12.75 points

    Essay thoroughly identifies whether the basic patient consent form

    adequately informs patients of their medical rights in light of the Patients Bill

    of Rights and patient autonomy.

    3. Satisfactory 11.25 points

    Essay identifies whether the basic patient consent form adequately informs

    patients of their medical rights in light of the Patients Bill of Rights and patient

    autonomy.

    2. Less Than Satisfactory 9.75 points

    Essay vaguely identifies whether the basic patient consent form adequately

    informs patients of their medical rights in light of the Patients Bill of Rights

    and patient autonomy.

    1. Unsatisfactory 0 points

    Essay does not adequately identify whether the basic patient consent form

    adequately informs patients of their medical rights in light of the Patients Bill

    of Rights and patient autonomy.

    Collapse All

    4/3/25, 7:50 PM

    Page 2 of 9about:srcdoc

    Minimum Comprehension Standards and the Consent Form 15 points

    Criteria Description

    5. Excellent 15 points

    Essay clearly and thoroughly examines whether the basic consent form would

    be understood by the average person in the United States with an eighth-

    grade reading level.

    4. Good 12.75 points

    Essay thoroughly examines whether the basic consent form would be

    understood by the average person in the United States with an eighth-grade

    reading level.

    3. Satisfactory 11.25 points

    Essay examines whether the basic consent form would be understood by the

    average person in the United States with an eighth-grade reading level.

    2. Less Than Satisfactory 9.75 points

    Essay vaguely examines whether the basic consent form would be understood

    by the average person in the United States with an eighth-grade reading level.

    1. Unsatisfactory 0 points

    Essay does not adequately examine whether the basic consent form would be

    understood by the average person in the United States with an eighth-grade

    reading level.

    4/3/25, 7:50 PM

    Page 3 of 9about:srcdoc

    Steps to Ensure Patients Understand Care and Give Acceptable
    Consent (B)

    20 points

    Criteria Description

    (C5.1)

    5. Excellent 20 points

    Essay clearly and thoroughly identifies at least three steps health care

    providers can take to ensure patients understand their care and to prepare

    them to provide consent for a procedure.

    4. Good 17 points

    Essay thoroughly identifies at least three steps health care providers can take

    to ensure patients understand their care and to prepare them to provide

    consent for a procedure.

    3. Satisfactory 15 points

    Essay identifies at least three steps health care providers can take to ensure

    patients understand their care and to prepare them to provide consent for a

    procedure.

    2. Less Than Satisfactory 13 points

    Essay vaguely identifies at least three steps health care providers can take to

    ensure patients understand their care and to prepare them to provide

    consent for a procedure.

    1. Unsatisfactory 0 points

    Essay does not adequately identify at least three steps health care providers

    can take to ensure patients understand their care and to prepare them to

    provide consent for a procedure.

    4/3/25, 7:50 PM

    Page 4 of 9about:srcdoc

    Termination of Care by the Patient (B) 20 points

    Criteria Description

    (C5.4)

    5. Excellent 20 points

    Essay clearly and thoroughly discusses the right of the patient to terminate

    care with a heath care professional, the steps they would take, and ethical

    components involved in the process.

    4. Good 17 points

    Essay thoroughly discusses the right of the patient to terminate care with a

    heath care professional, the steps they would take, and ethical components

    involved in the process.

    3. Satisfactory 15 points

    Essay discusses the right of the patient to terminate care with a heath care

    professional, the steps they would take, and ethical components involved in

    the process.

    2. Less Than Satisfactory 13 points

    Essay vaguely discusses the right of the patient to terminate care with a heath

    care professional, the steps they would take, and ethical components involved

    in the process.

    1. Unsatisfactory 0 points

    Essay does not adequately discuss the right of the patient to terminate care

    with a heath care professional, the steps they would take, and ethical

    components involved in the process.

    4/3/25, 7:50 PM

    Page 5 of 9about:srcdoc

    Thesis Development and Purpose 7 points

    Criteria Description

    5. Excellent 7 points

    Thesis is comprehensive and contains the essence of the paper. Thesis

    statement makes the purpose of the paper clear.

    4. Good 5.95 points

    Thesis is clear and forecasts the development of the paper. Thesis is

    descriptive and reflective of the arguments and appropriate to the purpose.

    3. Satisfactory 5.25 points

    Thesis is apparent and appropriate to purpose.

    2. Less Than Satisfactory 4.55 points

    Thesis is insufficiently developed or vague. Purpose is not clear.

    1. Unsatisfactory 0 points

    Paper lacks any discernible overall purpose or organizing claim.

    4/3/25, 7:50 PM

    Page 6 of 9about:srcdoc

    Argument Logic and Construction 8 points

    Criteria Description

    5. Excellent 8 points

    Clear and convincing argument presents a persuasive claim in a distinctive

    and compelling manner. All sources are authoritative.

    4. Good 6.8 points

    Argument shows logical progression. Techniques of argumentation are

    evident. There is a smooth progression of claims from introduction to

    conclusion. Most sources are authoritative.

    3. Satisfactory 6 points

    Argument is orderly, but may have a few inconsistencies. The argument

    presents minimal justification of claims. Argument logically, but not

    thoroughly, supports the purpose. Sources used are credible. Introduction

    and conclusion bracket the thesis.

    2. Less Than Satisfactory 5.2 points

    Sufficient justification of claims is lacking. Argument lacks consistent unity.

    There are obvious flaws in the logic. Some sources have questionable

    credibility.

    1. Unsatisfactory 0 points

    Statement of purpose is not justified by the conclusion. The conclusion does

    not support the claim made. Argument is incoherent and uses noncredible

    sources.

    4/3/25, 7:50 PM

    Page 7 of 9about:srcdoc

    Mechanics of Writing (includes spelling, punctuation, grammar, lang 5 points

    Criteria Description

    5. Excellent 5 points

    Writer is clearly in command of standard, written, academic English.

    4. Good 4.25 points

    Prose is largely free of mechanical errors, although a few may be present. The

    writer uses a variety of effective sentence structures and figures of speech.

    3. Satisfactory 3.75 points

    Some mechanical errors or typos are present, but they are not overly

    distracting to the reader. Correct and varied sentence structure and audience-

    appropriate language are employed.

    2. Less Than Satisfactory 3.25 points

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies

    in language choice (register) or word choice are present. Sentence structure is

    correct but not varied.

    1. Unsatisfactory 0 points

    Surface errors are pervasive enough that they impede communication of

    meaning. Inappropriate word choice or sentence construction is used.

    4/3/25, 7:50 PM

    Page 8 of 9about:srcdoc

    Paper Format (use of appropriate style for the major and
    assignment)

    5 points

    Criteria Description

    5. Excellent 5 points

    All format elements are correct.

    4. Good 4.25 points

    Appropriate template is fully used. There are virtually no errors in formatting

    style.

    3. Satisfactory 3.75 points

    Appropriate template is used. Formatting is correct, although some minor

    errors may be present.

    2. Less Than Satisfactory 3.25 points

    Appropriate template is used, but some elements are missing or mistaken. A

    lack of control with formatting is apparent.

    1. Unsatisfactory 0 points

    Template is not used appropriately, or documentation format is rarely

    followed correctly.

    4/3/25, 7:50 PM

    Page 9 of 9about:srcdoc

    Documentation of Sources (citations, footnotes, references,
    bibliography, etc., as appropriate to as

    5 points

    Criteria Description

    5. Excellent 5 points

    Sources are completely and correctly documented, as appropriate to

    assignment and style, and format is free of error.

    4. Good 4.25 points

    Sources are documented, as appropriate to assignment and style, and format

    is mostly correct.

    3. Satisfactory 3.75 points

    Sources are documented, as appropriate to assignment and style, although

    some formatting errors may be present.

    2. Less Than Satisfactory 3.25 points

    Documentation of sources is inconsistent or incorrect, as appropriate to

    assignment and style, with numerous formatting errors.

    1. Unsatisfactory 0 points

    Sources are not documented.

    Total 100 points

    © 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    **DisclosureConsentforCholecystectomy.pdf**

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

    **BibliU-Print-9780429015830.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/bibliu-print-9780429015830-pdf)

    **BibliU-Print-9780429015830.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/bibliu-print-9780429015830-pdf)

    **## AutonomyEthicsAssignment.docx**

    Please examine the example of a basic patient informed consent form for the common surgical procedure of gallbladder removal entitled, "Disclosure and Consent for Cholecystectomy," located right here
    [https://hcah-p-001-delivery.stylelabs.cloud/api/public/content/52239f68a3ba4e03aeffb407a33e5152?v=bec22a66](https://hcah-p-001-delivery.stylelabs.cloud/api/public/content/52239f68a3ba4e03aeffb407a33e5152?v=bec22a66) and answer the following questions in a paper of 1,000-1,200 words:

    1. Based on what you have learned about the Patients' Bill of Rights and autonomy, do you believe this basic patient consent form adequately informs patients of their medical rights? Explain your answer in detail and use a reference for support.

    2. Would the basic consent form for Laparoscopic Cholecystectomy be understood by the average person in the United States with a reading ability of a typical 8th grader? Explain your answer.

    3. Describe at least three steps health care providers can take in order to ensure patients understand their care as well as prepare them to give acceptable consent for the procedure.

    4. Discuss the patient's right to terminate care with a health care professional. Identify the steps a patient would take to terminate care. Explain the ethical components that would take place in that process.

    Include at least three scholarly, peer-reviewed references from the GCU Library to support your positions. I attached one reference; separate you can use your own other two references.

    Here is the reference for the attached document named Textbook -Autonomy. You won’t be able to access it but use it in the paper.

    Frezza, E. E. (2019).
    _Medical ethics: A reference guide for guaranteeing principled care and quality_. New York, NY: Productivity Press. ISBN-13: 9781138581074.

    **## Rubric-AutonomyandEthicalPrinciplesofCare.pdf**

    4/3/25, 7:50 PM

    Page 1 of 9about:srcdoc

    Benchmark – Autonomy and Ethical Principles of Care – Rubric

    Adequacy of Basic Patient Consent Forms 15 points

    Criteria Description

    5. Excellent 15 points

    Essay clearly and thoroughly identifies whether the basic patient consent

    form adequately informs patients of their medical rights in light of the

    Patients Bill of Rights and patient autonomy.

    4. Good 12.75 points

    Essay thoroughly identifies whether the basic patient consent form

    adequately informs patients of their medical rights in light of the Patients Bill

    of Rights and patient autonomy.

    3. Satisfactory 11.25 points

    Essay identifies whether the basic patient consent form adequately informs

    patients of their medical rights in light of the Patients Bill of Rights and patient

    autonomy.

    2. Less Than Satisfactory 9.75 points

    Essay vaguely identifies whether the basic patient consent form adequately

    informs patients of their medical rights in light of the Patients Bill of Rights

    and patient autonomy.

    1. Unsatisfactory 0 points

    Essay does not adequately identify whether the basic patient consent form

    adequately informs patients of their medical rights in light of the Patients Bill

    of Rights and patient autonomy.

    Collapse All

    4/3/25, 7:50 PM

    Page 2 of 9about:srcdoc

    Minimum Comprehension Standards and the Consent Form 15 points

    Criteria Description

    5. Excellent 15 points

    Essay clearly and thoroughly examines whether the basic consent form would

    be understood by the average person in the United States with an eighth-

    grade reading level.

    4. Good 12.75 points

    Essay thoroughly examines whether the basic consent form would be

    understood by the average person in the United States with an eighth-grade

    reading level.

    3. Satisfactory 11.25 points

    Essay examines whether the basic consent form would be understood by the

    average person in the United States with an eighth-grade reading level.

    2. Less Than Satisfactory 9.75 points

    Essay vaguely examines whether the basic consent form would be understood

    by the average person in the United States with an eighth-grade reading level.

    1. Unsatisfactory 0 points

    Essay does not adequately examine whether the basic consent form would be

    understood by the average person in the United States with an eighth-grade

    reading level.

    4/3/25, 7:50 PM

    Page 3 of 9about:srcdoc

    Steps to Ensure Patients Understand Care and Give Acceptable
    Consent (B)

    20 points

    Criteria Description

    (C5.1)

    5. Excellent 20 points

    Essay clearly and thoroughly identifies at least three steps health care

    providers can take to ensure patients understand their care and to prepare

    them to provide consent for a procedure.

    4. Good 17 points

    Essay thoroughly identifies at least three steps health care providers can take

    to ensure patients understand their care and to prepare them to provide

    consent for a procedure.

    3. Satisfactory 15 points

    Essay identifies at least three steps health care providers can take to ensure

    patients understand their care and to prepare them to provide consent for a

    procedure.

    2. Less Than Satisfactory 13 points

    Essay vaguely identifies at least three steps health care providers can take to

    ensure patients understand their care and to prepare them to provide

    consent for a procedure.

    1. Unsatisfactory 0 points

    Essay does not adequately identify at least three steps health care providers

    can take to ensure patients understand their care and to prepare them to

    provide consent for a procedure.

    4/3/25, 7:50 PM

    Page 4 of 9about:srcdoc

    Termination of Care by the Patient (B) 20 points

    Criteria Description

    (C5.4)

    5. Excellent 20 points

    Essay clearly and thoroughly discusses the right of the patient to terminate

    care with a heath care professional, the steps they would take, and ethical

    components involved in the process.

    4. Good 17 points

    Essay thoroughly discusses the right of the patient to terminate care with a

    heath care professional, the steps they would take, and ethical components

    involved in the process.

    3. Satisfactory 15 points

    Essay discusses the right of the patient to terminate care with a heath care

    professional, the steps they would take, and ethical components involved in

    the process.

    2. Less Than Satisfactory 13 points

    Essay vaguely discusses the right of the patient to terminate care with a heath

    care professional, the steps they would take, and ethical components involved

    in the process.

    1. Unsatisfactory 0 points

    Essay does not adequately discuss the right of the patient to terminate care

    with a heath care professional, the steps they would take, and ethical

    components involved in the process.

    4/3/25, 7:50 PM

    Page 5 of 9about:srcdoc

    Thesis Development and Purpose 7 points

    Criteria Description

    5. Excellent 7 points

    Thesis is comprehensive and contains the essence of the paper. Thesis

    statement makes the purpose of the paper clear.

    4. Good 5.95 points

    Thesis is clear and forecasts the development of the paper. Thesis is

    descriptive and reflective of the arguments and appropriate to the purpose.

    3. Satisfactory 5.25 points

    Thesis is apparent and appropriate to purpose.

    2. Less Than Satisfactory 4.55 points

    Thesis is insufficiently developed or vague. Purpose is not clear.

    1. Unsatisfactory 0 points

    Paper lacks any discernible overall purpose or organizing claim.

    4/3/25, 7:50 PM

    Page 6 of 9about:srcdoc

    Argument Logic and Construction 8 points

    Criteria Description

    5. Excellent 8 points

    Clear and convincing argument presents a persuasive claim in a distinctive

    and compelling manner. All sources are authoritative.

    4. Good 6.8 points

    Argument shows logical progression. Techniques of argumentation are

    evident. There is a smooth progression of claims from introduction to

    conclusion. Most sources are authoritative.

    3. Satisfactory 6 points

    Argument is orderly, but may have a few inconsistencies. The argument

    presents minimal justification of claims. Argument logically, but not

    thoroughly, supports the purpose. Sources used are credible. Introduction

    and conclusion bracket the thesis.

    2. Less Than Satisfactory 5.2 points

    Sufficient justification of claims is lacking. Argument lacks consistent unity.

    There are obvious flaws in the logic. Some sources have questionable

    credibility.

    1. Unsatisfactory 0 points

    Statement of purpose is not justified by the conclusion. The conclusion does

    not support the claim made. Argument is incoherent and uses noncredible

    sources.

    4/3/25, 7:50 PM

    Page 7 of 9about:srcdoc

    Mechanics of Writing (includes spelling, punctuation, grammar, lang 5 points

    Criteria Description

    5. Excellent 5 points

    Writer is clearly in command of standard, written, academic English.

    4. Good 4.25 points

    Prose is largely free of mechanical errors, although a few may be present. The

    writer uses a variety of effective sentence structures and figures of speech.

    3. Satisfactory 3.75 points

    Some mechanical errors or typos are present, but they are not overly

    distracting to the reader. Correct and varied sentence structure and audience-

    appropriate language are employed.

    2. Less Than Satisfactory 3.25 points

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies

    in language choice (register) or word choice are present. Sentence structure is

    correct but not varied.

    1. Unsatisfactory 0 points

    Surface errors are pervasive enough that they impede communication of

    meaning. Inappropriate word choice or sentence construction is used.

    4/3/25, 7:50 PM

    Page 8 of 9about:srcdoc

    Paper Format (use of appropriate style for the major and
    assignment)

    5 points

    Criteria Description

    5. Excellent 5 points

    All format elements are correct.

    4. Good 4.25 points

    Appropriate template is fully used. There are virtually no errors in formatting

    style.

    3. Satisfactory 3.75 points

    Appropriate template is used. Formatting is correct, although some minor

    errors may be present.

    2. Less Than Satisfactory 3.25 points

    Appropriate template is used, but some elements are missing or mistaken. A

    lack of control with formatting is apparent.

    1. Unsatisfactory 0 points

    Template is not used appropriately, or documentation format is rarely

    followed correctly.

    4/3/25, 7:50 PM

    Page 9 of 9about:srcdoc

    Documentation of Sources (citations, footnotes, references,
    bibliography, etc., as appropriate to as

    5 points

    Criteria Description

    5. Excellent 5 points

    Sources are completely and correctly documented, as appropriate to

    assignment and style, and format is free of error.

    4. Good 4.25 points

    Sources are documented, as appropriate to assignment and style, and format

    is mostly correct.

    3. Satisfactory 3.75 points

    Sources are documented, as appropriate to assignment and style, although

    some formatting errors may be present.

    2. Less Than Satisfactory 3.25 points

    Documentation of sources is inconsistent or incorrect, as appropriate to

    assignment and style, with numerous formatting errors.

    1. Unsatisfactory 0 points

    Sources are not documented.

    Total 100 points

    © 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    **DisclosureConsentforCholecystectomy.pdf**

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

    **BibliU-Print-9780429015830.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/bibliu-print-9780429015830-pdf)

    **## AutonomyEthicsAssignment.docx**

    Please examine the example of a basic patient informed consent form for the common surgical procedure of gallbladder removal entitled, "Disclosure and Consent for Cholecystectomy," located right here
    [https://hcah-p-001-delivery.stylelabs.cloud/api/public/content/52239f68a3ba4e03aeffb407a33e5152?v=bec22a66](https://hcah-p-001-delivery.stylelabs.cloud/api/public/content/52239f68a3ba4e03aeffb407a33e5152?v=bec22a66) and answer the following questions in a paper of 1,000-1,200 words:

    1. Based on what you have learned about the Patients' Bill of Rights and autonomy, do you believe this basic patient consent form adequately informs patients of their medical rights? Explain your answer in detail and use a reference for support.

    2. Would the basic consent form for Laparoscopic Cholecystectomy be understood by the average person in the United States with a reading ability of a typical 8th grader? Explain your answer.

    3. Describe at least three steps health care providers can take in order to ensure patients understand their care as well as prepare them to give acceptable consent for the procedure.

    4. Discuss the patient's right to terminate care with a health care professional. Identify the steps a patient would take to terminate care. Explain the ethical components that would take place in that process.

    Include at least three scholarly, peer-reviewed references from the GCU Library to support your positions. I attached one reference; separate you can use your own other two references.

    Here is the reference for the attached document named Textbook -Autonomy. You won’t be able to access it but use it in the paper.

    Frezza, E. E. (2019).
    _Medical ethics: A reference guide for guaranteeing principled care and quality_. New York, NY: Productivity Press. ISBN-13: 9781138581074.

    **## Rubric-AutonomyandEthicalPrinciplesofCare.pdf**

    4/3/25, 7:50 PM

    Page 1 of 9about:srcdoc

    Benchmark – Autonomy and Ethical Principles of Care – Rubric

    Adequacy of Basic Patient Consent Forms 15 points

    Criteria Description

    5. Excellent 15 points

    Essay clearly and thoroughly identifies whether the basic patient consent

    form adequately informs patients of their medical rights in light of the

    Patients Bill of Rights and patient autonomy.

    4. Good 12.75 points

    Essay thoroughly identifies whether the basic patient consent form

    adequately informs patients of their medical rights in light of the Patients Bill

    of Rights and patient autonomy.

    3. Satisfactory 11.25 points

    Essay identifies whether the basic patient consent form adequately informs

    patients of their medical rights in light of the Patients Bill of Rights and patient

    autonomy.

    2. Less Than Satisfactory 9.75 points

    Essay vaguely identifies whether the basic patient consent form adequately

    informs patients of their medical rights in light of the Patients Bill of Rights

    and patient autonomy.

    1. Unsatisfactory 0 points

    Essay does not adequately identify whether the basic patient consent form

    adequately informs patients of their medical rights in light of the Patients Bill

    of Rights and patient autonomy.

    Collapse All

    4/3/25, 7:50 PM

    Page 2 of 9about:srcdoc

    Minimum Comprehension Standards and the Consent Form 15 points

    Criteria Description

    5. Excellent 15 points

    Essay clearly and thoroughly examines whether the basic consent form would

    be understood by the average person in the United States with an eighth-

    grade reading level.

    4. Good 12.75 points

    Essay thoroughly examines whether the basic consent form would be

    understood by the average person in the United States with an eighth-grade

    reading level.

    3. Satisfactory 11.25 points

    Essay examines whether the basic consent form would be understood by the

    average person in the United States with an eighth-grade reading level.

    2. Less Than Satisfactory 9.75 points

    Essay vaguely examines whether the basic consent form would be understood

    by the average person in the United States with an eighth-grade reading level.

    1. Unsatisfactory 0 points

    Essay does not adequately examine whether the basic consent form would be

    understood by the average person in the United States with an eighth-grade

    reading level.

    4/3/25, 7:50 PM

    Page 3 of 9about:srcdoc

    Steps to Ensure Patients Understand Care and Give Acceptable
    Consent (B)

    20 points

    Criteria Description

    (C5.1)

    5. Excellent 20 points

    Essay clearly and thoroughly identifies at least three steps health care

    providers can take to ensure patients understand their care and to prepare

    them to provide consent for a procedure.

    4. Good 17 points

    Essay thoroughly identifies at least three steps health care providers can take

    to ensure patients understand their care and to prepare them to provide

    consent for a procedure.

    3. Satisfactory 15 points

    Essay identifies at least three steps health care providers can take to ensure

    patients understand their care and to prepare them to provide consent for a

    procedure.

    2. Less Than Satisfactory 13 points

    Essay vaguely identifies at least three steps health care providers can take to

    ensure patients understand their care and to prepare them to provide

    consent for a procedure.

    1. Unsatisfactory 0 points

    Essay does not adequately identify at least three steps health care providers

    can take to ensure patients understand their care and to prepare them to

    provide consent for a procedure.

    4/3/25, 7:50 PM

    Page 4 of 9about:srcdoc

    Termination of Care by the Patient (B) 20 points

    Criteria Description

    (C5.4)

    5. Excellent 20 points

    Essay clearly and thoroughly discusses the right of the patient to terminate

    care with a heath care professional, the steps they would take, and ethical

    components involved in the process.

    4. Good 17 points

    Essay thoroughly discusses the right of the patient to terminate care with a

    heath care professional, the steps they would take, and ethical components

    involved in the process.

    3. Satisfactory 15 points

    Essay discusses the right of the patient to terminate care with a heath care

    professional, the steps they would take, and ethical components involved in

    the process.

    2. Less Than Satisfactory 13 points

    Essay vaguely discusses the right of the patient to terminate care with a heath

    care professional, the steps they would take, and ethical components involved

    in the process.

    1. Unsatisfactory 0 points

    Essay does not adequately discuss the right of the patient to terminate care

    with a heath care professional, the steps they would take, and ethical

    components involved in the process.

    4/3/25, 7:50 PM

    Page 5 of 9about:srcdoc

    Thesis Development and Purpose 7 points

    Criteria Description

    5. Excellent 7 points

    Thesis is comprehensive and contains the essence of the paper. Thesis

    statement makes the purpose of the paper clear.

    4. Good 5.95 points

    Thesis is clear and forecasts the development of the paper. Thesis is

    descriptive and reflective of the arguments and appropriate to the purpose.

    3. Satisfactory 5.25 points

    Thesis is apparent and appropriate to purpose.

    2. Less Than Satisfactory 4.55 points

    Thesis is insufficiently developed or vague. Purpose is not clear.

    1. Unsatisfactory 0 points

    Paper lacks any discernible overall purpose or organizing claim.

    4/3/25, 7:50 PM

    Page 6 of 9about:srcdoc

    Argument Logic and Construction 8 points

    Criteria Description

    5. Excellent 8 points

    Clear and convincing argument presents a persuasive claim in a distinctive

    and compelling manner. All sources are authoritative.

    4. Good 6.8 points

    Argument shows logical progression. Techniques of argumentation are

    evident. There is a smooth progression of claims from introduction to

    conclusion. Most sources are authoritative.

    3. Satisfactory 6 points

    Argument is orderly, but may have a few inconsistencies. The argument

    presents minimal justification of claims. Argument logically, but not

    thoroughly, supports the purpose. Sources used are credible. Introduction

    and conclusion bracket the thesis.

    2. Less Than Satisfactory 5.2 points

    Sufficient justification of claims is lacking. Argument lacks consistent unity.

    There are obvious flaws in the logic. Some sources have questionable

    credibility.

    1. Unsatisfactory 0 points

    Statement of purpose is not justified by the conclusion. The conclusion does

    not support the claim made. Argument is incoherent and uses noncredible

    sources.

    4/3/25, 7:50 PM

    Page 7 of 9about:srcdoc

    Mechanics of Writing (includes spelling, punctuation, grammar, lang 5 points

    Criteria Description

    5. Excellent 5 points

    Writer is clearly in command of standard, written, academic English.

    4. Good 4.25 points

    Prose is largely free of mechanical errors, although a few may be present. The

    writer uses a variety of effective sentence structures and figures of speech.

    3. Satisfactory 3.75 points

    Some mechanical errors or typos are present, but they are not overly

    distracting to the reader. Correct and varied sentence structure and audience-

    appropriate language are employed.

    2. Less Than Satisfactory 3.25 points

    Frequent and repetitive mechanical errors distract the reader. Inconsistencies

    in language choice (register) or word choice are present. Sentence structure is

    correct but not varied.

    1. Unsatisfactory 0 points

    Surface errors are pervasive enough that they impede communication of

    meaning. Inappropriate word choice or sentence construction is used.

    4/3/25, 7:50 PM

    Page 8 of 9about:srcdoc

    Paper Format (use of appropriate style for the major and
    assignment)

    5 points

    Criteria Description

    5. Excellent 5 points

    All format elements are correct.

    4. Good 4.25 points

    Appropriate template is fully used. There are virtually no errors in formatting

    style.

    3. Satisfactory 3.75 points

    Appropriate template is used. Formatting is correct, although some minor

    errors may be present.

    2. Less Than Satisfactory 3.25 points

    Appropriate template is used, but some elements are missing or mistaken. A

    lack of control with formatting is apparent.

    1. Unsatisfactory 0 points

    Template is not used appropriately, or documentation format is rarely

    followed correctly.

    4/3/25, 7:50 PM

    Page 9 of 9about:srcdoc

    Documentation of Sources (citations, footnotes, references,
    bibliography, etc., as appropriate to as

    5 points

    Criteria Description

    5. Excellent 5 points

    Sources are completely and correctly documented, as appropriate to

    assignment and style, and format is free of error.

    4. Good 4.25 points

    Sources are documented, as appropriate to assignment and style, and format

    is mostly correct.

    3. Satisfactory 3.75 points

    Sources are documented, as appropriate to assignment and style, although

    some formatting errors may be present.

    2. Less Than Satisfactory 3.25 points

    Documentation of sources is inconsistent or incorrect, as appropriate to

    assignment and style, with numerous formatting errors.

    1. Unsatisfactory 0 points

    Sources are not documented.

    Total 100 points

    © 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.© 2025. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    **DisclosureConsentforCholecystectomy.pdf**

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

    **BibliU-Print-9780429015830.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/bibliu-print-9780429015830-pdf)