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Tag: Education

  • [Solved] Follow the instruction below

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    Executive Solution Overview

    – ## ModuleThreeStudyQuestionsFall20251.docx **## ModuleThreeStudyQuestionsFall20251.docx** HCA 6923 Graduate Seminar – Graduate Medical Education Module Three Study Questions Note: In order to receive full credit for an answer, you must address every part of the question. ***Academic Integrity and…

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    Assignment Prompt & Instructions

    – ## ModuleThreeStudyQuestionsFall20251.docx

    **## ModuleThreeStudyQuestionsFall20251.docx**

    HCA 6923 Graduate Seminar – Graduate Medical Education

    Module Three

    Study Questions

    Note: In order to receive full credit for an answer, you must address every part of the question.

    ***Academic Integrity and AI-Assisted Work**

    All assignments submitted for this course are subject to review by AI detection software. This process helps ensure the integrity of your work and that it adheres to the academic honesty policies of the university. Using AI tools to generate content for your assignments may be considered a form of academic dishonesty, similar to plagiarism, if not properly cited and approved by the instructor.

    Please review the university's academic integrity policy for more information. If you have any questions about using AI tools in your work, please talk to me before submitting your assignment.

    **Residency Programs and Length**

    1) Based on the provided sources, what are the various types of ACGME-accredited residency and subspecialty programs, and what are their typical lengths and structural variations, including any prerequisite training years?

    2) List the residency programs that have the highest percentage of female graduates. For each of these specialties, provide the total number of active residents and the percentage of women within that total. (This question requires the analysis of the table provided in the module)

    3)
    Contemplate the following statement from the readings: “More than half (57.1%) of the individuals who completed residency training from 2011 through 2020 are practicing in the state where they did their residency training. This retention rate is slightly higher than the rate for individuals who completed residency training from 2010 to 2019 (55.5%).”

    What, in your opinion, are some of the reasons why residents choose to stay and practice in the state in which they were trained?

    4) Contemplate the following statement from the readings: “A higher proportion of women who completed residency training from 2011 through 2020 are practicing in the state of their residency training — 60.5% — than men, at 54.2%.

    What, in your opinion, are some of the reasons why more female residents than men choose to stay and practice in the state in which they were trained?

    5) What organizations and specific initiatives or mechanisms have been integral to the development, expansion, and ongoing progression and support of family medicine residency training?

    6) Based on the research provided, how do residency-sponsoring institutions project they would respond to reductions in Medicare support for Graduate Medical Education (GME), particularly detailing the different strategies anticipated by large versus small GME programs, and which types of residencies might be most at risk or protected?

    **## ModuleThreeStudyQuestionsFall20251.docx**

    HCA 6923 Graduate Seminar – Graduate Medical Education

    Module Three

    Study Questions

    Note: In order to receive full credit for an answer, you must address every part of the question.

    ***Academic Integrity and AI-Assisted Work**

    All assignments submitted for this course are subject to review by AI detection software. This process helps ensure the integrity of your work and that it adheres to the academic honesty policies of the university. Using AI tools to generate content for your assignments may be considered a form of academic dishonesty, similar to plagiarism, if not properly cited and approved by the instructor.

    Please review the university's academic integrity policy for more information. If you have any questions about using AI tools in your work, please talk to me before submitting your assignment.

    **Residency Programs and Length**

    1) Based on the provided sources, what are the various types of ACGME-accredited residency and subspecialty programs, and what are their typical lengths and structural variations, including any prerequisite training years?

    2) List the residency programs that have the highest percentage of female graduates. For each of these specialties, provide the total number of active residents and the percentage of women within that total. (This question requires the analysis of the table provided in the module)

    3)
    Contemplate the following statement from the readings: “More than half (57.1%) of the individuals who completed residency training from 2011 through 2020 are practicing in the state where they did their residency training. This retention rate is slightly higher than the rate for individuals who completed residency training from 2010 to 2019 (55.5%).”

    What, in your opinion, are some of the reasons why residents choose to stay and practice in the state in which they were trained?

    4) Contemplate the following statement from the readings: “A higher proportion of women who completed residency training from 2011 through 2020 are practicing in the state of their residency training — 60.5% — than men, at 54.2%.

    What, in your opinion, are some of the reasons why more female residents than men choose to stay and practice in the state in which they were trained?

    5) What organizations and specific initiatives or mechanisms have been integral to the development, expansion, and ongoing progression and support of family medicine residency training?

    6) Based on the research provided, how do residency-sponsoring institutions project they would respond to reductions in Medicare support for Graduate Medical Education (GME), particularly detailing the different strategies anticipated by large versus small GME programs, and which types of residencies might be most at risk or protected?

  • [Solved] 508-2

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    Paragraph with at least 150 words each explaining the following which should include a reference for each paragraph. 1. Discuss two strategies teachers can implement to proactively collaborate with school counselors, special education staff, and parents to ensure early identification and evaluation…

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    Assignment Prompt & Instructions

    Paragraph with at least 150 words each explaining the following which should include a reference for each paragraph.
    1. Discuss two strategies teachers can implement to proactively collaborate with school counselors, special education staff, and parents to ensure early identification and evaluation of students who may require special education services under the Child Find mandate (Birth-3) or RTI (Grades K-12).
    2. Discuss why it is important for general education teachers to understand the IEP process and their role within it. Explain how an Individual Family Service Plan (IFSP) differs from an Individualized Education Plan (IEP) and a 504 plan. Select one and share what you think is the most crucial aspect of the legal document for a general education teacher to understand.

  • [Solved] 508- IDEA and IEP

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    The Individuals with Disabilities Education Act (IDEA) requires that general education teachers be a part of the IEP team and participate in the IEP process if they are serving students with disabilities and IEPs in their classroom. In a 1,000 word , articulate your knowledge of IDEA, the IEP proces…

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    Assignment Prompt & Instructions

    The Individuals with Disabilities Education Act (IDEA) requires that general education teachers be a part of the IEP team and participate in the IEP process if they are serving students with disabilities and IEPs in their classroom.
    In a 1,000  word , articulate your knowledge of IDEA, the IEP process, and the role of the teacher in complying with the principles of IDEA when implementing their required elements of the IEP. Focus your word on the role of the general education teacher. This should address the following:
    – Summarize key IDEA terms including Free Appropriate Public Education (FAPE), Least Restrictive Environment (LRE), Individualized Education Program (IEP), accommodations, modifications, and parent involvement, and explain the role of the general education teacher as it relates to each term (approximately 250-500 words).
    – Consider the “High-Leverage Practices” topic Resources from the TeachingWorks Resource Library website and the High-Leverage Practices for Students with Disabilities website. Explain why it is important for teachers to be knowledgeable about both sets of practices as a member of the IEP team. Include a discussion about the overlap you see between the two sets of practices and how applying knowledge of both can improve collaboration between the general education teacher and special education teacher (approximately 250 words).
    – Discuss the specific responsibilities general education teachers have in possessing working knowledge about students’ disabilities, implementing the IEP with fidelity, data collection, understanding students’ present level of performance and IEP goals, and applying accommodations and modifications to support student success. Include a discussion about the legal and ethical ramifications of not meeting these responsibilities (approximately 250-500 words).
    – Consider what you saw in "FIEP: A Facilitated IEP Meeting," and describe the key takeaways for a new teacher participating in the IEP process (approximately 100-150 words).
    – Consider the Christian worldview perspective, "Statement on the Integration of Faith and Work," and the “CCCE College of Education Academic Program Competencies.” Describe why it is important for teachers to foster a supportive, inclusive classroom environment that helps students with exceptionalities and their parents/guardians feel comfortable with the IEP process and information and valued as IEP team members (approximately 100-150 words).
    https://region13.wistia.com/medias/v36cj8awgw

  • [Solved] Psychology

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    Review the two goals you created for your family throughout the course. Based on each goal, and using an MFT theory explored in the course, pretend you are the therapist for the family and identify two key interventions you would apply to help the family accomplish the developed goals. Remember, the…

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    Assignment Prompt & Instructions

    Review the two goals you created for your family throughout the course. Based on each goal, and using an MFT theory explored in the course, pretend you are the therapist for the family and identify two key interventions you would apply to help the family accomplish the developed goals. Remember, the [MS in Marriage & Family Therapy Library Research GuideLinks to an external site.](https://capellauniversity.libguides.com/MFT) is available to help you with your research.

  • [Solved] Education Quality Improvement Video Assignment

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    – ## QualityImprovementVideoAssignment.docx – ## Rubric-QualityImprovement.pdf **## QualityImprovementVideoAssignment.docx** To expand quality improvement efforts across disciplines within a health care organization, it is beneficial to create quality assessment teams with representatives from each …

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    Assignment Prompt & Instructions

    – ## QualityImprovementVideoAssignment.docx

    – ## Rubric-QualityImprovement.pdf

    **## QualityImprovementVideoAssignment.docx**

    To expand quality improvement efforts across disciplines within a health care organization, it is beneficial to create quality assessment teams with representatives from each area of the organization, on both the clinical and administrative sides. Though these teams can choose from a variety of tools to assess quality, they are most effective when they are high-performing and working collaboratively toward a common goal.

    Create an 8- to 12-minute video for professional development that your clinic is providing to its staff, addressing the following:

    · Why are teams a valuable point of focus when considering quality improvement in health care?

    · What distinguishes a team as high performing within a health care environment? Defend how teamwork can influence and impact quality outcomes.

    · Discuss how team processes and the varying roles of individuals can impact quality assessment both positively and negatively. Consider elements such as leadership roles, individual responsibilities, delegation of tasks, decision-making, ongoing training/education, etc.

    · How does the cross-functionality of a high-performing team enhance its ability to meet the quality improvement goals of a health care organization? How might having an interdisciplinary team potentially create conflict? How could these tensions be mitigated to improve team effectiveness?

    · How do elements such as conflict and change affect the dynamics of the team and its ability to reach a unified goal?

    · Discuss the resources and types of support available that might enhance a team's efforts for continued quality improvement. Consider how components such as team culture, support, communication, and rewards may come into play.

    The presentation should include an introduction and purpose statement. Show professionalism in your speech and appearance.

    Use an online video platform such as YouTube, Vimeo, or Zoom to upload your completed video. Add the link to your video to a Microsoft Word document and ensure that others can access and view your linked video prior to submitting to the digital classroom.

    **## Rubric-QualityImprovement.pdf**

    9/5/25, 3:14 PM

    Page 1 of 2about:srcdoc

    Benchmark – Quality Improvement Through Effective Teamwork – RubricTotal 100 points

    Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target

    Value of Teams in Health

    Care Quality

    Improvement

    Value of Teams in Health

    Care Quality Improvement

    0 points

    A discussion about the

    value of teams in health

    care quality improvement

    is not included.

    6.5 points

    A discussion about the

    value of teams in health

    care quality improvement

    is present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    A discussion about the

    value of teams in health

    care quality improvement

    is present, but minimal

    detail or support is

    provided.

    8.5 points

    A discussion about the

    value of teams in health

    care quality improvement

    is provided, with

    appropriate details and

    support.

    10 points

    A discussion about the

    value of teams in health

    care quality improvement

    is thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Distinguishing

    Characteristics of a High-

    Performing Team and

    Quality Outcomes

    Distinguishing

    Characteristics of a High-

    Performing Team and

    Quality Outcomes

    0 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are not

    included.

    6.5 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    present, but minimal detail

    or support is provided.

    8.5 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    provided, with appropriate

    details and support.

    10 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Impact of Team

    Processes and Team

    Member Roles on Quality

    Assessment

    Impact of Team Processes

    and Team Member Roles

    on Quality Assessment

    0 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is not

    included.

    6.5 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    present, but minimal detail

    or support is provided.

    8.5 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    provided, with appropriate

    details and support.

    10 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Interdisciplinary or

    Cross-Functioning Team

    Effectiveness (B) (B)

    Interdisciplinary or Cross-

    Functioning Team

    Effectiveness (C3.4) (C3.4)

    0 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is not

    included.

    13 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    15 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is present,

    but minimal detail or

    support is provided.

    17 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is provided,

    with appropriate details

    and support.

    20 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    Elements Affecting the

    Dynamics of the Team

    and Its Ability to Reach a

    Unified Goal (B) (B)

    Elements Affecting the

    Dynamics of the Team and

    Its Ability to Reach a

    Unified Goal (C4.4) (C4.4)

    0 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is not included.

    13 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    15 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is present, but

    minimal detail or support

    is provided.

    17 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is provided, with

    appropriate details and

    support.

    20 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is thoroughly explored

    and clearly explained with

    relevant details and

    support.

    9/5/25, 3:14 PM

    Page 2 of 2about:srcdoc

    Resources and Support

    for Continued Quality

    Improvement Team

    Efforts

    Resources and Support for

    Continued Quality

    Improvement Team Efforts

    0 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is not included.

    6.5 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is present, but minimal

    detail or support is

    provided.

    8.5 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is provided, with

    appropriate details and

    support.

    10 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Professionalism

    Professionalism

    0 points

    Not addressed.

    6.5 points

    Author's appearance or

    manner is unprofessional,

    or the video is taken within

    a distracting environment/

    background.

    7.5 points

    Author's appearance or

    manner could more

    adequately exhibit

    professionalism, or the

    video is taken in a

    distracting environment/

    background.

    8.5 points

    Author's appearance and

    manner exhibit

    appropriate

    professionalism. The video

    is taken in an environment

    relatively free of

    distractions.

    10 points

    Author's appearance and

    manner exhibit exemplary

    professionalism. The video

    is taken in an environment

    totally free of distractions.

    Organization of the Video

    Organization of the Video

    0 points

    Not addressed.

    6.5 points

    The video includes an

    introduction or purpose

    statement that is not

    adequately presented, or

    the transitions between

    prompts are abrupt or

    disjointed.

    7.5 points

    The video includes an

    introduction or purpose

    statement that could be

    more adequately

    presented, or the

    transitions between

    prompts could be

    smoother.

    8.5 points

    The video includes an

    adequate introduction and

    purpose statement, along

    with smooth transitions

    between prompts.

    10 points

    The video includes an

    appropriate introduction

    and purpose statement,

    along with seamless

    transitions between

    prompts.

    © 2025. Grand Canyon University. All Rights Reserved.

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

    **## Rubric-QualityImprovement.pdf**

    9/5/25, 3:14 PM

    Page 1 of 2about:srcdoc

    Benchmark – Quality Improvement Through Effective Teamwork – RubricTotal 100 points

    Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target

    Value of Teams in Health

    Care Quality

    Improvement

    Value of Teams in Health

    Care Quality Improvement

    0 points

    A discussion about the

    value of teams in health

    care quality improvement

    is not included.

    6.5 points

    A discussion about the

    value of teams in health

    care quality improvement

    is present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    A discussion about the

    value of teams in health

    care quality improvement

    is present, but minimal

    detail or support is

    provided.

    8.5 points

    A discussion about the

    value of teams in health

    care quality improvement

    is provided, with

    appropriate details and

    support.

    10 points

    A discussion about the

    value of teams in health

    care quality improvement

    is thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Distinguishing

    Characteristics of a High-

    Performing Team and

    Quality Outcomes

    Distinguishing

    Characteristics of a High-

    Performing Team and

    Quality Outcomes

    0 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are not

    included.

    6.5 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    present, but minimal detail

    or support is provided.

    8.5 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    provided, with appropriate

    details and support.

    10 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Impact of Team

    Processes and Team

    Member Roles on Quality

    Assessment

    Impact of Team Processes

    and Team Member Roles

    on Quality Assessment

    0 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is not

    included.

    6.5 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    present, but minimal detail

    or support is provided.

    8.5 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    provided, with appropriate

    details and support.

    10 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Interdisciplinary or

    Cross-Functioning Team

    Effectiveness (B) (B)

    Interdisciplinary or Cross-

    Functioning Team

    Effectiveness (C3.4) (C3.4)

    0 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is not

    included.

    13 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    15 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is present,

    but minimal detail or

    support is provided.

    17 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is provided,

    with appropriate details

    and support.

    20 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    Elements Affecting the

    Dynamics of the Team

    and Its Ability to Reach a

    Unified Goal (B) (B)

    Elements Affecting the

    Dynamics of the Team and

    Its Ability to Reach a

    Unified Goal (C4.4) (C4.4)

    0 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is not included.

    13 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    15 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is present, but

    minimal detail or support

    is provided.

    17 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is provided, with

    appropriate details and

    support.

    20 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is thoroughly explored

    and clearly explained with

    relevant details and

    support.

    9/5/25, 3:14 PM

    Page 2 of 2about:srcdoc

    Resources and Support

    for Continued Quality

    Improvement Team

    Efforts

    Resources and Support for

    Continued Quality

    Improvement Team Efforts

    0 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is not included.

    6.5 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is present, but minimal

    detail or support is

    provided.

    8.5 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is provided, with

    appropriate details and

    support.

    10 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Professionalism

    Professionalism

    0 points

    Not addressed.

    6.5 points

    Author's appearance or

    manner is unprofessional,

    or the video is taken within

    a distracting environment/

    background.

    7.5 points

    Author's appearance or

    manner could more

    adequately exhibit

    professionalism, or the

    video is taken in a

    distracting environment/

    background.

    8.5 points

    Author's appearance and

    manner exhibit

    appropriate

    professionalism. The video

    is taken in an environment

    relatively free of

    distractions.

    10 points

    Author's appearance and

    manner exhibit exemplary

    professionalism. The video

    is taken in an environment

    totally free of distractions.

    Organization of the Video

    Organization of the Video

    0 points

    Not addressed.

    6.5 points

    The video includes an

    introduction or purpose

    statement that is not

    adequately presented, or

    the transitions between

    prompts are abrupt or

    disjointed.

    7.5 points

    The video includes an

    introduction or purpose

    statement that could be

    more adequately

    presented, or the

    transitions between

    prompts could be

    smoother.

    8.5 points

    The video includes an

    adequate introduction and

    purpose statement, along

    with smooth transitions

    between prompts.

    10 points

    The video includes an

    appropriate introduction

    and purpose statement,

    along with seamless

    transitions between

    prompts.

    © 2025. Grand Canyon University. All Rights Reserved.

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

    **## QualityImprovementVideoAssignment.docx**

    To expand quality improvement efforts across disciplines within a health care organization, it is beneficial to create quality assessment teams with representatives from each area of the organization, on both the clinical and administrative sides. Though these teams can choose from a variety of tools to assess quality, they are most effective when they are high-performing and working collaboratively toward a common goal.

    Create an 8- to 12-minute video for professional development that your clinic is providing to its staff, addressing the following:

    · Why are teams a valuable point of focus when considering quality improvement in health care?

    · What distinguishes a team as high performing within a health care environment? Defend how teamwork can influence and impact quality outcomes.

    · Discuss how team processes and the varying roles of individuals can impact quality assessment both positively and negatively. Consider elements such as leadership roles, individual responsibilities, delegation of tasks, decision-making, ongoing training/education, etc.

    · How does the cross-functionality of a high-performing team enhance its ability to meet the quality improvement goals of a health care organization? How might having an interdisciplinary team potentially create conflict? How could these tensions be mitigated to improve team effectiveness?

    · How do elements such as conflict and change affect the dynamics of the team and its ability to reach a unified goal?

    · Discuss the resources and types of support available that might enhance a team's efforts for continued quality improvement. Consider how components such as team culture, support, communication, and rewards may come into play.

    The presentation should include an introduction and purpose statement. Show professionalism in your speech and appearance.

    Use an online video platform such as YouTube, Vimeo, or Zoom to upload your completed video. Add the link to your video to a Microsoft Word document and ensure that others can access and view your linked video prior to submitting to the digital classroom.

    **## Rubric-QualityImprovement.pdf**

    9/5/25, 3:14 PM

    Page 1 of 2about:srcdoc

    Benchmark – Quality Improvement Through Effective Teamwork – RubricTotal 100 points

    Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target

    Value of Teams in Health

    Care Quality

    Improvement

    Value of Teams in Health

    Care Quality Improvement

    0 points

    A discussion about the

    value of teams in health

    care quality improvement

    is not included.

    6.5 points

    A discussion about the

    value of teams in health

    care quality improvement

    is present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    A discussion about the

    value of teams in health

    care quality improvement

    is present, but minimal

    detail or support is

    provided.

    8.5 points

    A discussion about the

    value of teams in health

    care quality improvement

    is provided, with

    appropriate details and

    support.

    10 points

    A discussion about the

    value of teams in health

    care quality improvement

    is thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Distinguishing

    Characteristics of a High-

    Performing Team and

    Quality Outcomes

    Distinguishing

    Characteristics of a High-

    Performing Team and

    Quality Outcomes

    0 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are not

    included.

    6.5 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    present, but minimal detail

    or support is provided.

    8.5 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    provided, with appropriate

    details and support.

    10 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Impact of Team

    Processes and Team

    Member Roles on Quality

    Assessment

    Impact of Team Processes

    and Team Member Roles

    on Quality Assessment

    0 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is not

    included.

    6.5 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    present, but minimal detail

    or support is provided.

    8.5 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    provided, with appropriate

    details and support.

    10 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Interdisciplinary or

    Cross-Functioning Team

    Effectiveness (B) (B)

    Interdisciplinary or Cross-

    Functioning Team

    Effectiveness (C3.4) (C3.4)

    0 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is not

    included.

    13 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    15 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is present,

    but minimal detail or

    support is provided.

    17 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is provided,

    with appropriate details

    and support.

    20 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    Elements Affecting the

    Dynamics of the Team

    and Its Ability to Reach a

    Unified Goal (B) (B)

    Elements Affecting the

    Dynamics of the Team and

    Its Ability to Reach a

    Unified Goal (C4.4) (C4.4)

    0 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is not included.

    13 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    15 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is present, but

    minimal detail or support

    is provided.

    17 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is provided, with

    appropriate details and

    support.

    20 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is thoroughly explored

    and clearly explained with

    relevant details and

    support.

    9/5/25, 3:14 PM

    Page 2 of 2about:srcdoc

    Resources and Support

    for Continued Quality

    Improvement Team

    Efforts

    Resources and Support for

    Continued Quality

    Improvement Team Efforts

    0 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is not included.

    6.5 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is present, but minimal

    detail or support is

    provided.

    8.5 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is provided, with

    appropriate details and

    support.

    10 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Professionalism

    Professionalism

    0 points

    Not addressed.

    6.5 points

    Author's appearance or

    manner is unprofessional,

    or the video is taken within

    a distracting environment/

    background.

    7.5 points

    Author's appearance or

    manner could more

    adequately exhibit

    professionalism, or the

    video is taken in a

    distracting environment/

    background.

    8.5 points

    Author's appearance and

    manner exhibit

    appropriate

    professionalism. The video

    is taken in an environment

    relatively free of

    distractions.

    10 points

    Author's appearance and

    manner exhibit exemplary

    professionalism. The video

    is taken in an environment

    totally free of distractions.

    Organization of the Video

    Organization of the Video

    0 points

    Not addressed.

    6.5 points

    The video includes an

    introduction or purpose

    statement that is not

    adequately presented, or

    the transitions between

    prompts are abrupt or

    disjointed.

    7.5 points

    The video includes an

    introduction or purpose

    statement that could be

    more adequately

    presented, or the

    transitions between

    prompts could be

    smoother.

    8.5 points

    The video includes an

    adequate introduction and

    purpose statement, along

    with smooth transitions

    between prompts.

    10 points

    The video includes an

    appropriate introduction

    and purpose statement,

    along with seamless

    transitions between

    prompts.

    © 2025. Grand Canyon University. All Rights Reserved.

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

    **## QualityImprovementVideoAssignment.docx**

    To expand quality improvement efforts across disciplines within a health care organization, it is beneficial to create quality assessment teams with representatives from each area of the organization, on both the clinical and administrative sides. Though these teams can choose from a variety of tools to assess quality, they are most effective when they are high-performing and working collaboratively toward a common goal.

    Create an 8- to 12-minute video for professional development that your clinic is providing to its staff, addressing the following:

    · Why are teams a valuable point of focus when considering quality improvement in health care?

    · What distinguishes a team as high performing within a health care environment? Defend how teamwork can influence and impact quality outcomes.

    · Discuss how team processes and the varying roles of individuals can impact quality assessment both positively and negatively. Consider elements such as leadership roles, individual responsibilities, delegation of tasks, decision-making, ongoing training/education, etc.

    · How does the cross-functionality of a high-performing team enhance its ability to meet the quality improvement goals of a health care organization? How might having an interdisciplinary team potentially create conflict? How could these tensions be mitigated to improve team effectiveness?

    · How do elements such as conflict and change affect the dynamics of the team and its ability to reach a unified goal?

    · Discuss the resources and types of support available that might enhance a team's efforts for continued quality improvement. Consider how components such as team culture, support, communication, and rewards may come into play.

    The presentation should include an introduction and purpose statement. Show professionalism in your speech and appearance.

    Use an online video platform such as YouTube, Vimeo, or Zoom to upload your completed video. Add the link to your video to a Microsoft Word document and ensure that others can access and view your linked video prior to submitting to the digital classroom.

    **## Rubric-QualityImprovement.pdf**

    9/5/25, 3:14 PM

    Page 1 of 2about:srcdoc

    Benchmark – Quality Improvement Through Effective Teamwork – RubricTotal 100 points

    Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target

    Value of Teams in Health

    Care Quality

    Improvement

    Value of Teams in Health

    Care Quality Improvement

    0 points

    A discussion about the

    value of teams in health

    care quality improvement

    is not included.

    6.5 points

    A discussion about the

    value of teams in health

    care quality improvement

    is present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    A discussion about the

    value of teams in health

    care quality improvement

    is present, but minimal

    detail or support is

    provided.

    8.5 points

    A discussion about the

    value of teams in health

    care quality improvement

    is provided, with

    appropriate details and

    support.

    10 points

    A discussion about the

    value of teams in health

    care quality improvement

    is thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Distinguishing

    Characteristics of a High-

    Performing Team and

    Quality Outcomes

    Distinguishing

    Characteristics of a High-

    Performing Team and

    Quality Outcomes

    0 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are not

    included.

    6.5 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    present, but minimal detail

    or support is provided.

    8.5 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    provided, with appropriate

    details and support.

    10 points

    Distinguishing

    characteristics of a high-

    performing team within a

    health care environment,

    as well as a description of

    how teamwork can

    influence and impact

    quality outcomes, are

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Impact of Team

    Processes and Team

    Member Roles on Quality

    Assessment

    Impact of Team Processes

    and Team Member Roles

    on Quality Assessment

    0 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is not

    included.

    6.5 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    present, but minimal detail

    or support is provided.

    8.5 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    provided, with appropriate

    details and support.

    10 points

    A discussion about the

    impact of team processes

    and team member roles on

    quality assessment is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Interdisciplinary or

    Cross-Functioning Team

    Effectiveness (B) (B)

    Interdisciplinary or Cross-

    Functioning Team

    Effectiveness (C3.4) (C3.4)

    0 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is not

    included.

    13 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    15 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is present,

    but minimal detail or

    support is provided.

    17 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is provided,

    with appropriate details

    and support.

    20 points

    An exploration of how the

    cross-functionality of a

    high-performing team

    enhances its ability to meet

    the quality improvement

    goals of a health care

    organization, how this may

    create conflict, and how

    these tensions could be

    mitigated to improve team

    effectiveness is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    Elements Affecting the

    Dynamics of the Team

    and Its Ability to Reach a

    Unified Goal (B) (B)

    Elements Affecting the

    Dynamics of the Team and

    Its Ability to Reach a

    Unified Goal (C4.4) (C4.4)

    0 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is not included.

    13 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    15 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is present, but

    minimal detail or support

    is provided.

    17 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is provided, with

    appropriate details and

    support.

    20 points

    An explanation of how

    elements such as conflict

    and change affect the

    dynamics of the team and

    its ability to reach a unified

    goal is thoroughly explored

    and clearly explained with

    relevant details and

    support.

    9/5/25, 3:14 PM

    Page 2 of 2about:srcdoc

    Resources and Support

    for Continued Quality

    Improvement Team

    Efforts

    Resources and Support for

    Continued Quality

    Improvement Team Efforts

    0 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is not included.

    6.5 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.5 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is present, but minimal

    detail or support is

    provided.

    8.5 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is provided, with

    appropriate details and

    support.

    10 points

    A discussion about the

    resources and types of

    support available for

    continued quality

    improvement team efforts

    is thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Professionalism

    Professionalism

    0 points

    Not addressed.

    6.5 points

    Author's appearance or

    manner is unprofessional,

    or the video is taken within

    a distracting environment/

    background.

    7.5 points

    Author's appearance or

    manner could more

    adequately exhibit

    professionalism, or the

    video is taken in a

    distracting environment/

    background.

    8.5 points

    Author's appearance and

    manner exhibit

    appropriate

    professionalism. The video

    is taken in an environment

    relatively free of

    distractions.

    10 points

    Author's appearance and

    manner exhibit exemplary

    professionalism. The video

    is taken in an environment

    totally free of distractions.

    Organization of the Video

    Organization of the Video

    0 points

    Not addressed.

    6.5 points

    The video includes an

    introduction or purpose

    statement that is not

    adequately presented, or

    the transitions between

    prompts are abrupt or

    disjointed.

    7.5 points

    The video includes an

    introduction or purpose

    statement that could be

    more adequately

    presented, or the

    transitions between

    prompts could be

    smoother.

    8.5 points

    The video includes an

    adequate introduction and

    purpose statement, along

    with smooth transitions

    between prompts.

    10 points

    The video includes an

    appropriate introduction

    and purpose statement,

    along with seamless

    transitions between

    prompts.

    © 2025. Grand Canyon University. All Rights Reserved.

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

    – 1
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    – ## CrossCulturalStudiesBookReviewAssignment2.docx **## CrossCulturalStudiesBookReviewAssignment2.docx** **Cross Cultural Studies Book Review (20 points)** The purpose of this assignment is to know and apply understanding of theories related to the effect of culture in language learning and school …

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    – ## CrossCulturalStudiesBookReviewAssignment2.docx

    **## CrossCulturalStudiesBookReviewAssignment2.docx**

    **Cross Cultural Studies Book Review (20 points)**

    The purpose of this assignment is to know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds, and to identify and explore a book for children that addresses a topic of cultural diversity. Diversity can relate to religion, race, language, sexual orientation, gender, age, geographic region, physical and mental ability, as well as other areas.

    Organize and include the following information:

    1. Select a fiction or nonfiction book, on any aspect of cultural diversity.

    2. Include one or more pictures or photos that depict the book.

    3. Include the title, author, and year that book was written in APA format.

    4. Give a brief synopsis of the book. Tell the main points and major diversity issues of the book in your own words.

    5. Explain why and how this book develops cultural awareness or explains cultural diversity and/or related issues. Explain how you would develop the topic with students. Give some background on the characters portrayed. Give concrete examples from the book to support the points you are trying to make. Answer the following questions in this part of the assignment:

    What types of struggles do the characters face related to cultural differences with others in the mainstream or dominant culture, stereotypes, discrimination, and/or status?

    What struggles do the characters have related to language (acquisition, use, and miscommunication)?

    How did the characters contribute to the setting in which they lived?

    What parts did you most strongly empathize with, or conversely, what parts did you react against?

    6.
    **Web Link:** Provide a URL and a brief description of a website for children that would be appropriate to use with the book. Describe how you could incorporate the website when teaching with the book. The website does not have to be specifically about the book but can be one that is related to specific cultural diversity issues.

    **Rubric**

    **Cross Cultural Studies Book Review**

    **(20 points)**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 15 points** | **Met**<br>**16 – 18 points** | **Exceeded**<br>**19 – 20 points** |
    | Book on cultural diversity information<br>(5 points) | A book on any aspect of cultural diversity was not chosen. The book’s title, author, and year may not be fully listed. | All required information about a fiction or nonfiction book on an aspect of cultural diversity is included. A picture of the book may be included. | A fiction or nonfiction book and on any aspect of cultural diversity that could be used to teach students in K-12 education is chosen. More than one picture or photo that depicts the book is included. The title, author, and year that book was written is included and listed in APA format. |
    | Cultural Awareness<br>(10 points)<br>FL ESOL Competency 7, Skills 7.1    Relate the nature and role of culture, cultural groups, and individual cultural identities into learning experiences for all students. | The assignment includes less than a one-page synopsis of the book. The book does not address an aspect of diversity. Much of the required content is missing. Most questions are not answered. | The assignment includes a synopsis of the book (1 – 2 pages). The book addresses an aspect of diversity. The assignment includes a rationale for why the book was selected. The assignment explains how awareness of diversity is possible when using this book with students. Age and/or grade level appropriateness of the book is discussed. Most questions in #5 of the assignment directions are answered and details are provided. | The assignment includes a clear and detailed synopsis (1 – 2 pages). The chosen book addresses an aspect of cultural diversity, and the assignment includes a clear rationale for why the book was selected. The assignment explains how awareness of diversity is possible when using this book with students. Age and/or grade level appropriateness of the book in terms of reading ability, interest level, and appropriateness of topic are clearly and comprehensively discussed. All questions in #5 of the assignment directions are answered and details are provided. |
    | Web Resource (3 points) | A website is not listed that focuses on the cultural diversity of the book. | A website that focuses on the cultural diversity topic related to the book is listed and described. | A related web site is described and examples of how it can be incorporated when teaching the topic of cultural diversity related to the book is included. |
    | APA format<br>(2 points) | Numerous APA format errors. Assignment is not submitted on time. | There may be some minor errors in listing the required information in APA format. The assignment may not be submitted on time. | The assignment follows the directions and uses correct APA format. References for the book are correctly listed using APA format. The assignment is submitted on time. |

    **## CrossCulturalStudiesBookReviewAssignment2.docx**

    **Cross Cultural Studies Book Review (20 points)**

    The purpose of this assignment is to know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds, and to identify and explore a book for children that addresses a topic of cultural diversity. Diversity can relate to religion, race, language, sexual orientation, gender, age, geographic region, physical and mental ability, as well as other areas.

    Organize and include the following information:

    1. Select a fiction or nonfiction book, on any aspect of cultural diversity.

    2. Include one or more pictures or photos that depict the book.

    3. Include the title, author, and year that book was written in APA format.

    4. Give a brief synopsis of the book. Tell the main points and major diversity issues of the book in your own words.

    5. Explain why and how this book develops cultural awareness or explains cultural diversity and/or related issues. Explain how you would develop the topic with students. Give some background on the characters portrayed. Give concrete examples from the book to support the points you are trying to make. Answer the following questions in this part of the assignment:

    What types of struggles do the characters face related to cultural differences with others in the mainstream or dominant culture, stereotypes, discrimination, and/or status?

    What struggles do the characters have related to language (acquisition, use, and miscommunication)?

    How did the characters contribute to the setting in which they lived?

    What parts did you most strongly empathize with, or conversely, what parts did you react against?

    6.
    **Web Link:** Provide a URL and a brief description of a website for children that would be appropriate to use with the book. Describe how you could incorporate the website when teaching with the book. The website does not have to be specifically about the book but can be one that is related to specific cultural diversity issues.

    **Rubric**

    **Cross Cultural Studies Book Review**

    **(20 points)**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 15 points** | **Met**<br>**16 – 18 points** | **Exceeded**<br>**19 – 20 points** |
    | Book on cultural diversity information<br>(5 points) | A book on any aspect of cultural diversity was not chosen. The book’s title, author, and year may not be fully listed. | All required information about a fiction or nonfiction book on an aspect of cultural diversity is included. A picture of the book may be included. | A fiction or nonfiction book and on any aspect of cultural diversity that could be used to teach students in K-12 education is chosen. More than one picture or photo that depicts the book is included. The title, author, and year that book was written is included and listed in APA format. |
    | Cultural Awareness<br>(10 points)<br>FL ESOL Competency 7, Skills 7.1    Relate the nature and role of culture, cultural groups, and individual cultural identities into learning experiences for all students. | The assignment includes less than a one-page synopsis of the book. The book does not address an aspect of diversity. Much of the required content is missing. Most questions are not answered. | The assignment includes a synopsis of the book (1 – 2 pages). The book addresses an aspect of diversity. The assignment includes a rationale for why the book was selected. The assignment explains how awareness of diversity is possible when using this book with students. Age and/or grade level appropriateness of the book is discussed. Most questions in #5 of the assignment directions are answered and details are provided. | The assignment includes a clear and detailed synopsis (1 – 2 pages). The chosen book addresses an aspect of cultural diversity, and the assignment includes a clear rationale for why the book was selected. The assignment explains how awareness of diversity is possible when using this book with students. Age and/or grade level appropriateness of the book in terms of reading ability, interest level, and appropriateness of topic are clearly and comprehensively discussed. All questions in #5 of the assignment directions are answered and details are provided. |
    | Web Resource (3 points) | A website is not listed that focuses on the cultural diversity of the book. | A website that focuses on the cultural diversity topic related to the book is listed and described. | A related web site is described and examples of how it can be incorporated when teaching the topic of cultural diversity related to the book is included. |
    | APA format<br>(2 points) | Numerous APA format errors. Assignment is not submitted on time. | There may be some minor errors in listing the required information in APA format. The assignment may not be submitted on time. | The assignment follows the directions and uses correct APA format. References for the book are correctly listed using APA format. The assignment is submitted on time. |