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  • [Solved] WK 10 RESP BLOG THEOR

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    – 2 years ago **files (1)** – ## WK10BlogTheor.docx **## WK10BlogTheor.docx** Blog: PEER FEEDBACK: GRADING THE EVIDENCE ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-10-resp-blog-theor) For this Blog, you will share you…

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    – 2 years ago

    **files (1)**

    – ## WK10BlogTheor.docx

    **## WK10BlogTheor.docx**

    Blog: PEER FEEDBACK: GRADING THE EVIDENCE

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-10-resp-blog-theor)

    For this Blog, you will share your experiences grading the evidence to address the practice question you selected for the Literature Review Assignment you are currently working on. This Blog is due by
    **Day 7** of this week (Week 10).

    This Blog is a unique opportunity to receive valuable feedback from your colleagues, which you can then incorporate to improve your Assignment. By the

    end of the week, please reflect upon the feedback you received, and then apply whatever you find valuable as you work toward completing your Literature Review Assignment.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142660/modules/items/5646773)

    **Note:** These resources were previously presented in Week 8 and 9.

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_ (4th ed.). Sigma Theta Tau International.

    · Chapter 5, “Searching for Evidence” (pp. 99–128)

    · Chapter 6, “Evidence Appraisal: Research” (pp. 129–162)

    · Chapter 7, “Evidence Appraisal: Nonresearch” (pp. 163–188)

    ·
    [Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325/download?download_frd=1)

    ·
    [Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324/download?download_frd=1)

    ·
    [Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332/download?download_frd=1)

    ·
    [Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334/download?download_frd=1)

    ·
    [Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335/download?download_frd=1)

    **Note:** Be prepared to complete and submit Appendices B, G, and H for your Assignment this week.

    **Also Note:** You previously purchased this text for NURS 8002.

    · Bermudez, N. (2021).
    [Formulating well-written clinical practice questions and research questionsLinks to an external site.](https://scholarlycommons.baptisthealth.net/nhsrj/vol4/iss1/10/).
    _Nursing and Health Sciences Research Journal, 4_(1), 70–82. https://doi.org/10.55481/2578-3750.1113

    · Echevarria, I. M., & Walker, S. (2014).
    [To make your case, start with a PICOT questionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-201402000-00007&D=ovft).
    _Nursing, 44_(2), 18–19. https://doi.org/10.1097/01.NURSE.0000442594.00242.f9

    · Ford, L. G., & Melnyk, B. M. (2019).
    [The underappreciated and misunderstood PICOT question: A critical step in the EBP processLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=140231445&site=eds-live&scope=site&custid=s6527200).
    _Worldviews on Evidence-Based Nursing, 16_(6), 422–423. https://doi.org/10.1111/wvn.12408

    **Note:** The following resources also appear in NURS 8002.

    · OASIS. (n.d.).
    [_Analyze and evaluate research articles_ Links to an external site.](https://academics.waldenu.edu/library/analyze-evaluate-research-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/analyze-evaluate-research-articles

    · OASIS. (n.d.).
    [_Break a topic into keywordsLinks to an external site._](https://academics.waldenu.edu/library/topic-into-keywords) [Interactive media]. Walden University. https://academics.waldenu.edu/library/topic-into-keywords

    · OASIS. (n.d.).
    [_Evaluate resourcesLinks to an external site._](https://academics.waldenu.edu/library/evaluate-resources)[Interactive media]. Walden University. https://academics.waldenu.edu/library/evaluate-resources

    · OASIS.
    [_Grading evidence_ Links to an external site.](https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX) [Interactive media]. Walden University. https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX

    · OASIS. (n.d.).
    [_Locate, cite, and reference journal articlesLinks to an external site._](https://academics.waldenu.edu/library/locate-cite-reference-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/locate-cite-reference-articles

    · OASIS. (n.d.).
    [_Paraphrase and summarize informationLinks to an external site._](https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/paraphrase-summarize

    · OASIS. (n.d.).
    [_Synthesis_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/synthesis) [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis

    · OASIS. (n.d.).
    [_Synthesize literature_ Links to an external site.](https://academics.waldenu.edu/writing/synthesize-literature) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/synthesize-literature

    · Walden University. (2021).
    [_DNP glossary_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/NURS/8114/DNPG/index.html) [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

    · Walden University Library. (n.d.).
    [_Ask a librarian_ Links to an external site.](https://academicguides.waldenu.edu/library/ask%20). https://academicguides.waldenu.edu/library/ask
    Note: Use this website to find answers to common questions or to contact a librarian directly.

    · Walden University Library. (n.d.).
    [_Databases A–Z: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/az.php?s=19981). https://academicguides.waldenu.edu/az.php?s=19981

    · Walden University Library. (n.d.).
    [_Evaluating resources: Primary and secondary sources_ Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/sources). https://academicguides.waldenu.edu/library/evaluating/sources

    · Walden University Library. (n.d.).
    [_Subject research: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/library/subject/nursing). https://academicguides.waldenu.edu/library/subject/nursing

    **Note:** This database is a good starting point for nursing related searches.

    · Walden University Quick Answers. (n.d.).
    [_How do I verify that my article is peer reviewed?_ Links to an external site.](https://academicanswers.waldenu.edu/faq/72613) [Multimedia].
    [https://academicanswers.waldenu.edu/faq/72613](https://academicanswers.waldenu.edu/faq/72613)

    To Prepare

    · Continue working on your Literature Review Assignment, which is due
    **Day 7 of Week 10**.

    · Reflect on your experiences identifying Level 1 evidence to address your practice question.

    · Consider if and how your PICOT assisted you in identifying search terms to identify Level 1 evidence.

    · Reflect on whether or not you had difficulty finding Level 1 evidence and why.

    **Note:** Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.

    **Post** the following related to your Literature Review Assignment:

    · Share your experiences identifying Level 1 evidence to address your practice question. Be specific and provide concrete examples.

    · Explain how your PICOT did or did not assist you in identifying search terms to identify Level 1 evidence.

    · If you had difficulty finding Level 1 evidence, explain why. Describe what evidence you did find.

    **Note:** Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.

    **Read** a selection of your colleagues’ posts.

    By Day 6 of Week 10

    **Respond** to at least
    **two** of your colleagues, on different days, by offering suggestions to help improve their experiences identifying Level 1 evidence and/or utilizing the PICOT format in the future.

    **Note:** Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students.

    **Return** to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.

    RESPOND TO THIS DISCUSSION POST

    KIM

    **Experiences Identifying Level 1 Evidence**
    In addressing the proposed practice question regarding the development and implementation of inclusive healthcare policies and practices for marginalized transgender individuals, I aimed to identify Level 1 evidence, which typically includes systematic reviews and randomized controlled trials (RCTs). However, given the nature of the topic—focused on marginalized populations and emerging healthcare practices—I encountered some challenges in locating a wealth of Level 1 evidence.
    For example, while searching databases such as PubMed and CINAHL, I found systematic reviews of healthcare disparities among transgender individuals (e.g., "Barriers to healthcare access for transgender individuals: A systematic review"), which provided insights into the unique needs and barriers faced by the population. However, RCTs specifically addressing inclusive policies for transgender individuals were limited. Much of the existing research revolved around surveys or observational studies rather than experimental designs.

    **PICOT's Assistance in Identifying Search Terms**
    My use of the PICOT format was instrumental in identifying relevant search terms. By clearly delineating the components:
    – Population (P): I used terms like "transgender health" and "marginalized transgender individuals."
    – Intervention (I): This led me to explore phrases such as "inclusive healthcare policies" and "transgender healthcare access."
    – Comparison (C): Terms like "traditional healthcare models" and "non-inclusive practices" were helpful in narrowing down relevant literature.
    – Outcome (O): I focused on terms including "improved access," "healthcare equity," and "comprehensive care."
    – Time (T): Although time wasn't a major search term, I included "longitudinal studies" when applicable.
    These structured keywords allowed for a more focused search, helping to refine results to studies that directly related to the evidence needed to support my practice question.

    **Difficulty Finding Level 1 Evidence**
    I face difficulties in identifying a substantial amount of Level 1 evidence, primarily due to the emerging nature of research focused specifically on transgender healthcare integration within clinical practice. The limited number of RCTs and systematic reviews is reflective of a broader trend where much of the research is observational or qualitative, emphasizing the importance of understanding patient experiences over experimental interventions.
    Despite these challenges, I found valuable studies that, while not Level 1, provided significant evidence regarding the barriers faced by transgender individuals. For instance, observational studies highlighted the lack of training in cultural competency among providers and their direct impact on patient experiences and healthcare access. Additionally, qualitative research articles offered rich insights into the lived experiences of transgender individuals navigating healthcare settings, which, although not Level 1, contributed substantially to the understanding of systemic issues that need addressing.
    In summary, while my search for Level 1 evidence was met with some limitations, the use of the PICOT format guided my exploration and search strategy successfully, and alternative evidence sources significantly contributed to forming a holistic view of the subject matter. This experience underscores the importance of adaptable search strategies when dealing with evolving and complex healthcare issues.

    ## image1.jpeg

    **## WK10BlogTheor.docx**

    Blog: PEER FEEDBACK: GRADING THE EVIDENCE

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-10-resp-blog-theor)

    For this Blog, you will share your experiences grading the evidence to address the practice question you selected for the Literature Review Assignment you are currently working on. This Blog is due by
    **Day 7** of this week (Week 10).

    This Blog is a unique opportunity to receive valuable feedback from your colleagues, which you can then incorporate to improve your Assignment. By the

    end of the week, please reflect upon the feedback you received, and then apply whatever you find valuable as you work toward completing your Literature Review Assignment.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142660/modules/items/5646773)

    **Note:** These resources were previously presented in Week 8 and 9.

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_ (4th ed.). Sigma Theta Tau International.

    · Chapter 5, “Searching for Evidence” (pp. 99–128)

    · Chapter 6, “Evidence Appraisal: Research” (pp. 129–162)

    · Chapter 7, “Evidence Appraisal: Nonresearch” (pp. 163–188)

    ·
    [Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325/download?download_frd=1)

    ·
    [Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324/download?download_frd=1)

    ·
    [Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332/download?download_frd=1)

    ·
    [Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334/download?download_frd=1)

    ·
    [Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335/download?download_frd=1)

    **Note:** Be prepared to complete and submit Appendices B, G, and H for your Assignment this week.

    **Also Note:** You previously purchased this text for NURS 8002.

    · Bermudez, N. (2021).
    [Formulating well-written clinical practice questions and research questionsLinks to an external site.](https://scholarlycommons.baptisthealth.net/nhsrj/vol4/iss1/10/).
    _Nursing and Health Sciences Research Journal, 4_(1), 70–82. https://doi.org/10.55481/2578-3750.1113

    · Echevarria, I. M., & Walker, S. (2014).
    [To make your case, start with a PICOT questionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-201402000-00007&D=ovft).
    _Nursing, 44_(2), 18–19. https://doi.org/10.1097/01.NURSE.0000442594.00242.f9

    · Ford, L. G., & Melnyk, B. M. (2019).
    [The underappreciated and misunderstood PICOT question: A critical step in the EBP processLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=140231445&site=eds-live&scope=site&custid=s6527200).
    _Worldviews on Evidence-Based Nursing, 16_(6), 422–423. https://doi.org/10.1111/wvn.12408

    **Note:** The following resources also appear in NURS 8002.

    · OASIS. (n.d.).
    [_Analyze and evaluate research articles_ Links to an external site.](https://academics.waldenu.edu/library/analyze-evaluate-research-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/analyze-evaluate-research-articles

    · OASIS. (n.d.).
    [_Break a topic into keywordsLinks to an external site._](https://academics.waldenu.edu/library/topic-into-keywords) [Interactive media]. Walden University. https://academics.waldenu.edu/library/topic-into-keywords

    · OASIS. (n.d.).
    [_Evaluate resourcesLinks to an external site._](https://academics.waldenu.edu/library/evaluate-resources)[Interactive media]. Walden University. https://academics.waldenu.edu/library/evaluate-resources

    · OASIS.
    [_Grading evidence_ Links to an external site.](https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX) [Interactive media]. Walden University. https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX

    · OASIS. (n.d.).
    [_Locate, cite, and reference journal articlesLinks to an external site._](https://academics.waldenu.edu/library/locate-cite-reference-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/locate-cite-reference-articles

    · OASIS. (n.d.).
    [_Paraphrase and summarize informationLinks to an external site._](https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/paraphrase-summarize

    · OASIS. (n.d.).
    [_Synthesis_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/synthesis) [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis

    · OASIS. (n.d.).
    [_Synthesize literature_ Links to an external site.](https://academics.waldenu.edu/writing/synthesize-literature) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/synthesize-literature

    · Walden University. (2021).
    [_DNP glossary_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/NURS/8114/DNPG/index.html) [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

    · Walden University Library. (n.d.).
    [_Ask a librarian_ Links to an external site.](https://academicguides.waldenu.edu/library/ask%20). https://academicguides.waldenu.edu/library/ask
    Note: Use this website to find answers to common questions or to contact a librarian directly.

    · Walden University Library. (n.d.).
    [_Databases A–Z: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/az.php?s=19981). https://academicguides.waldenu.edu/az.php?s=19981

    · Walden University Library. (n.d.).
    [_Evaluating resources: Primary and secondary sources_ Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/sources). https://academicguides.waldenu.edu/library/evaluating/sources

    · Walden University Library. (n.d.).
    [_Subject research: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/library/subject/nursing). https://academicguides.waldenu.edu/library/subject/nursing

    **Note:** This database is a good starting point for nursing related searches.

    · Walden University Quick Answers. (n.d.).
    [_How do I verify that my article is peer reviewed?_ Links to an external site.](https://academicanswers.waldenu.edu/faq/72613) [Multimedia].
    [https://academicanswers.waldenu.edu/faq/72613](https://academicanswers.waldenu.edu/faq/72613)

    To Prepare

    · Continue working on your Literature Review Assignment, which is due
    **Day 7 of Week 10**.

    · Reflect on your experiences identifying Level 1 evidence to address your practice question.

    · Consider if and how your PICOT assisted you in identifying search terms to identify Level 1 evidence.

    · Reflect on whether or not you had difficulty finding Level 1 evidence and why.

    **Note:** Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.

    **Post** the following related to your Literature Review Assignment:

    · Share your experiences identifying Level 1 evidence to address your practice question. Be specific and provide concrete examples.

    · Explain how your PICOT did or did not assist you in identifying search terms to identify Level 1 evidence.

    · If you had difficulty finding Level 1 evidence, explain why. Describe what evidence you did find.

    **Note:** Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.

    **Read** a selection of your colleagues’ posts.

    By Day 6 of Week 10

    **Respond** to at least
    **two** of your colleagues, on different days, by offering suggestions to help improve their experiences identifying Level 1 evidence and/or utilizing the PICOT format in the future.

    **Note:** Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students.

    **Return** to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.

    RESPOND TO THIS DISCUSSION POST

    KIM

    **Experiences Identifying Level 1 Evidence**
    In addressing the proposed practice question regarding the development and implementation of inclusive healthcare policies and practices for marginalized transgender individuals, I aimed to identify Level 1 evidence, which typically includes systematic reviews and randomized controlled trials (RCTs). However, given the nature of the topic—focused on marginalized populations and emerging healthcare practices—I encountered some challenges in locating a wealth of Level 1 evidence.
    For example, while searching databases such as PubMed and CINAHL, I found systematic reviews of healthcare disparities among transgender individuals (e.g., "Barriers to healthcare access for transgender individuals: A systematic review"), which provided insights into the unique needs and barriers faced by the population. However, RCTs specifically addressing inclusive policies for transgender individuals were limited. Much of the existing research revolved around surveys or observational studies rather than experimental designs.

    **PICOT's Assistance in Identifying Search Terms**
    My use of the PICOT format was instrumental in identifying relevant search terms. By clearly delineating the components:
    – Population (P): I used terms like "transgender health" and "marginalized transgender individuals."
    – Intervention (I): This led me to explore phrases such as "inclusive healthcare policies" and "transgender healthcare access."
    – Comparison (C): Terms like "traditional healthcare models" and "non-inclusive practices" were helpful in narrowing down relevant literature.
    – Outcome (O): I focused on terms including "improved access," "healthcare equity," and "comprehensive care."
    – Time (T): Although time wasn't a major search term, I included "longitudinal studies" when applicable.
    These structured keywords allowed for a more focused search, helping to refine results to studies that directly related to the evidence needed to support my practice question.

    **Difficulty Finding Level 1 Evidence**
    I face difficulties in identifying a substantial amount of Level 1 evidence, primarily due to the emerging nature of research focused specifically on transgender healthcare integration within clinical practice. The limited number of RCTs and systematic reviews is reflective of a broader trend where much of the research is observational or qualitative, emphasizing the importance of understanding patient experiences over experimental interventions.
    Despite these challenges, I found valuable studies that, while not Level 1, provided significant evidence regarding the barriers faced by transgender individuals. For instance, observational studies highlighted the lack of training in cultural competency among providers and their direct impact on patient experiences and healthcare access. Additionally, qualitative research articles offered rich insights into the lived experiences of transgender individuals navigating healthcare settings, which, although not Level 1, contributed substantially to the understanding of systemic issues that need addressing.
    In summary, while my search for Level 1 evidence was met with some limitations, the use of the PICOT format guided my exploration and search strategy successfully, and alternative evidence sources significantly contributed to forming a holistic view of the subject matter. This experience underscores the importance of adaptable search strategies when dealing with evolving and complex healthcare issues.

    ## image1.jpeg

  • [Solved] What are some differences in mental disorders?

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) What are the biggest similarities and differences in Obsessive Compulsive Disorder, Anxiety Disorders, and Trauma Disorders? – 2 years ago

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    Assignment Prompt & Instructions

    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    What are the biggest similarities and differences in Obsessive Compulsive Disorder, Anxiety Disorders, and Trauma Disorders?

    – 2 years ago

  • [Solved] Weekly Articles & Possible Future Improvements 416

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    Think about the articles you have been reading each week. Were there any recommendations for practice that you thought could be implemented in your clinical practice tomorrow? Next week? Next year? Provide rationale to support your response. **Submission Instructions:** – Your initial post should be…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Think about the articles you have been reading each week.

    Were there any recommendations for practice that you thought could be implemented in your clinical practice tomorrow? Next week? Next year? Provide rationale to support your response.

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted and cited in the current APA style with support from at least 2 academic sources.

    ***No AI, Turnitin report ***

    – 2 years ago

  • [Solved] Week 4 Minor Project BUSN 460

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    THE BOOK – International Business by Mason A. Carpenter and Sanjyot P. Dunung (2012) published under Creative Commons License by Saylor Academy in pdf and html formats at URL: https://open.umn.edu/opentextbooks/textbooks/international-business This assignment focuses on the development and the impli…

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    Assignment Prompt & Instructions

    THE BOOK –  International Business by Mason A. Carpenter and Sanjyot P. Dunung (2012) published under

    Creative Commons License by Saylor Academy in pdf and html formats at URL: https://open.umn.edu/opentextbooks/textbooks/international-business

    This assignment focuses on the development and the implications of the ongoing Gaza-Israel military conflict on international business. The textbook presents the fundamentals of international business mainly from a theoretical view of how things should be with examples that cleanly support the points being made.  To demonstrate your understanding of these fundamentals to this point in the course, you will examine what happens when reality intrudes on the ideal. Please research the impacts of this conflict on global trade and international business to answer the following questions for Israel:

    Begin with an introduction paragraph or section to tell your reader where you are going to take them.

    Following your introduction, as an initial background, offer a brief summary of Israel's business rankings, market attractiveness, and GPD from 2015 to the current date. Then offer your assessment of what were the impacts of the Hamas-led attack on October 7, 2023 and the following military conflict (use tables to represent the data you found in an effective way, use sentences to discuss the implications).

    Using insights from Chapter 8 in your textbook, and one of the assessment frameworks (SWOT, PESTEL, or CAGE – **pick one and make sure you use it properly**) for the main body of your paper compare and contrast Israel's business standing pre- and post- the start of the 2023 Gaza-Israel war. Include in your analysis which countries are Israel's main trading partners. Note if this list changed with the start of the war in 2023.  Which countries increased/decreased their trade volume with Israel?

    In your opinion, using insights gained from your textbook through Chapter 9, offer a recommendation or response section that addresses what is the projection for international businesses in Israel. What should the international response to this war be? How should businesses around the globe react? How should governments around the globe react? Which biblical principles serve as a basis for your proposed response? Make sure you integrate the Biblical truth into your response to demonstrate a biblical worldview and not just tack on a scripture verse somewhere as a “motivational quote.”

    Finish by summarizing to remind your reader where you took them through the narrative.

    Students' submissions should be in the APA style with a cover page, the content of your paper with an introduction, main body, and conclusion sections with proper headings and seriation, and a references page. There is no need for an abstract.  The content of the paper should be between 1,200-1,500 words (5-6 pages), double-spaced, Times New Roman, 12 point font. The cover page, references page, and any appendices do not count toward your word/page count total.

    Your paper should have at least:

    3 infographics/tables (included as appendices or within text)

    10 references to current news or academic articles or publications (make sure your textbook is one of them)

    1 full Bible verse included and integrated into your discussion.

    – 2 years ago

  • [Solved] Week 3 Minor Project BUSN 420

    ✓ Verified Academic Solution Available

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Please see the file: [**Minor Project Instructions**](https://regent.instructure.com/courses/21176/files/5075863?wrap=1 "BUSN420MinorProjectInstructions.pdf") [**Download Minor Project Instructions**](https://…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Please see the file: [**Minor Project Instructions**](https://regent.instructure.com/courses/21176/files/5075863?wrap=1 "BUSN420MinorProjectInstructions.pdf") [**Download Minor Project Instructions**](https://regent.instructure.com/courses/21176/files/5075863/download?download_frd=1) for details about your minor project. You will also need the data file, [**T3 Tech Plugin Data**](https://regent.instructure.com/courses/21176/files/5075866?wrap=1 "T3TechPlugInDataFile.xlsx") [Download T3 Tech Plugin Data](https://regent.instructure.com/courses/21176/files/5075866/download?download_frd=1), and the file, [**T3 Jitters Coffee Data**](https://regent.instructure.com/courses/21176/files/5075865?wrap=1 "T3JittersCoffeeDataFile.xlsx") [Download T3 Jitters Coffee Data](https://regent.instructure.com/courses/21176/files/5075865/download?download_frd=1), to complete this project. You will be graded according to the [rubric](https://regent.instructure.com/courses/21176/files/5075864?wrap=1 "BUSN420MinorProjectRubric.pdf") [Download rubric](https://regent.instructure.com/courses/21176/files/5075864/download?download_frd=1).

    These exercises will introduce you to the variety of uses of PivotTables. For more information on PivotTables please see the files named, [**Tech Plug-In T3**](https://regent.instructure.com/courses/21176/files/5075867?wrap=1 "Tech_Plug_In_T3.pdf") [Download Tech Plug-In T3](https://regent.instructure.com/courses/21176/files/5075867/download?download_frd=1) **Problem Solving Using Excel**. Please read the information provided and complete each exercise listed below. Once you have completed all 4 of the exercises, submit your Excel and Word documents using the assignment link above.

    All 4 sections of the Minor Project should be uploaded in Canvas, including:

    1. A Pivot Table illustrating the monthly magazine sales by the sales representative as illustrated in Figure T3.17 of the assignment instructions.

    2. A Pivot Table Chart illustrating the monthly magazine sales by the sales representative as illustrated in Figure T3.18 of the assignment instructions.

    3. A Pivot Table and Chart illustrating the top 4 selling coffee products.

    4. A 300 to 500-word describing the use of pivot tables and charts in a business or ministry setting.

    – [\
    \
    BUSN420MinorProjectInstructions.pdf](https://www.sweetstudy.com/files/busn420minorprojectinstructions-pdf-10169767 "BUSN420MinorProjectInstructions.pdf")
    – [\
    \
    T3TechPlugInDataFile.xlsx](https://www.sweetstudy.com/files/t3techplugindatafile-xlsx-10169769 "T3TechPlugInDataFile.xlsx")
    – [\
    \
    T3JittersCoffeeDataFile.xlsx](https://www.sweetstudy.com/files/t3jitterscoffeedatafile-xlsx-10169771 "T3JittersCoffeeDataFile.xlsx")
    – [\
    \
    BUSN420MinorProjectRubric.pdf](https://www.sweetstudy.com/files/busn420minorprojectrubric-pdf "BUSN420MinorProjectRubric.pdf")
    – [\
    \
    Tech_Plug_In_T3.pdf](https://www.sweetstudy.com/files/tech-plug-in-t3-pdf-10169775 "Tech_Plug_In_T3.pdf")

    – 2 years ago

  • [Solved] Outline

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## PaperOutline.docx **## PaperOutline.docx** **WEEK/MODULE #4 FINAL PAPER OUTLINE** (ALL highlighted sections must be completed and submitted for grading by end of week/module #4) **Final Paper Authors**: \_\_\____________________________…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## PaperOutline.docx

    **## PaperOutline.docx**

    **WEEK/MODULE #4 FINAL PAPER OUTLINE**

    (ALL highlighted sections must be completed and submitted for grading by end of week/module #4)

    **Final Paper Authors**:

    \_\_\_____________________________________________________________________________________________________________________________________________________________________________________

    (
    Insert Above: your name only if you are doing the final paper individually. Insert ALL of the team/group members’ names if you are doing the final paper in a team/group. Remember no more than 4 people per team/group)

    Confirm the following: All final papers will be in accordance with the below MANDATORY paper structure and I/we will have “level 1 Headings” and “Level 2 APA Headings” as identified in the below outline for each part: Do you understand these requirements: _________________________________________________ (
    Insert Above: either “I UNDERSTAND” or “I DON’T UNDERSTAND”).

    Confirm the following: I/We realize that I/We can submit just one final paper draft to the instructor during week/module #6 only. This is optional (not grade) but a great way to get the instructor’s feedback and comments to improve our final paper. _________________________________________________ (
    Insert Above: either “I UNDERSTAND” or “I DON’T UNDERSTAND”).

    Confirm the following: I/We realize that the final paper is broken down into a total of 28 points for this term as follows:

    ·
    **1 point** for final paper topic selection & submitting it to the instructor during week/module #2

    ·
    **4 points** for substantially completing this outline & submitting it to the instructor during week/module #4

    ·
    **25 points** for submitting the final paper to the instructor during week/module #8

    _________________________________________________ (
    Insert Above: either “I UNDERSTAND” or “I DON’T UNDERSTAND”).

    **Mandatory Term Paper Format, Outline and Grading Rubric:**

    ### Title Page:

    ### Integrating Values – The Legality, Morality, and Community Welfare of

    **Federal agencies loan forgiveness regulations to cancel out $20,000.00 for each student borrower (this regulation was ruled improper by the USSCT in summer of 2023**(
    Insert Above: the specific agency’s rule, regulation or action that is controversial in nature and occurred in the last 5 years)

    **Abstract:**

    **\_\_\_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________**(Abstracts give the reader an overview of what you intend to do with this paper and how you intend to do it—but you NEVER conclude in your abstract)

    ### Body of Your Paper:

    ### (each main section should be a “level 1” heading in APA format)

    I.
    **Introduction**(worth 2.0 points)

    **A. Introduction of the Paper**

    ·
    **Analytical paper – “3 value” analysis of law, ethics, and community welfare.**

    ·
    **Current, controversial, and narrowly focused topic involving an administrative agency’s controversial rule, regulation or action that has been passed and implemented in the last 5 years.** ____________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Provide a general description of your selected agency’s controversial rule, regulation action here. Remember it CANNOT be a legislative bill that was created by Congress and signed into law by the President. It must be created by a specific administrative agency. It CANNOT be a state bill that was created by the state legislature and signed into law by the Governor—it must be created by a specific administrative rule, regulation or action.)

    ·
    **Significance of topic to the public.**

    **B. Background Information regarding topic**

    ·
    **Describe the administrative agency, its history, its powers and authority** ____________________________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Provide here the name of your administrative agency and when it was formed and what area does it regulate.)

    ·
    **Describe who currently runs your administrative agency now and how do they get their jobs?** ____________________________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Explain if your administrative agency is headed by one director or a commission or a committee. Explain who that one person is, or if it is a commission or committee then identify who currently sits on that commission).

    ______________________________________________________________________________________ (
    Insert Above: Explain how this agency head(s) got their job)

    ·
    **Place a link in your paper to the administrative agency’s home page**. _____________________________________________________________________________________________________________________ (
    Insert Above: All administrative agencies have websites. Provide the website URL hyperlink here)

    ·
    **Describe the certain agency rule, regulation or action that was passed (ie. the regulation created)**\_\_\___________________________________________________________________________________________________________________

    (
    Insert Above: Provide the citation to the agency rule, regulation or action—provide a hyperlink to display the actual governmental rule, regulation or action and NOT just an article about it. You must find the actual primary source of the law: rule, regulation or action published.)

    ·
    **Describe its impact on individuals or businesses and include statistics, facts, data on the effects to show the reader this is an important issue in administrative law.**

    ·
    **Often agencies take “comments” from the public and those to be regulated before they create the regulation—try to find these past comments and what were the concerns or objections of those who objected to the proposed regulation. _________________________________________________________________________________________________________________________________**(
    Insert Above: If your controversial administrative rule, regulation or action was produced by notice/comment procedures, provide some examples of the submitted comments here.)

    ·
    **Give one or more “real life” stories of consumers, employees, vendors, stakeholders etc… who were affected (either good or bad) by your agency’s controversial rule, regulation or action to put a human face on the topic.** ____________________________________________________________________________________________________________________________________________________________________________ (Insert Above: Provide a short testimonial or description of a real life person or business that is actually harmed or negatively affected by this administrative agency’s rule, regulation or action)

    ·
    **Describe to the reader the good/bad of the agency rule, regulation or action**

    ·
    **Was there any estimate as to the economic impact of the rule, regulation or action taken?**

    **II. Legal Section** (worth 2.0 points)

    1.
    **Introduction to Legal Section**

    ·
    **All administrative agencies are created by “enabling legislation”—research and cite the enabling legislation that created your specific administrative agency.** ____________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Find this enabling legislation (actual statute or federal code provision) that created and empowered your agency, cite it, and link it into your paper.

    ·
    **Rulemaking or Adjudication—explain this two ways in which administrative agencies act and how they are different and which one requires more “due process” and why**.______________________________________________________________________________________________(
    Insert Above: which one required more “due process”?)
    **Now which one was used to make your rule, regulation or action? Explain why you concluded this way.**

    **B. Statement of Relevant Legal Principles and Rules of Law**

    ·
    **Conduct Legal Research and find when the rule, regulation or action was noticed and published to the public in the federal registry or corresponding state publication—give the citation to the notice and opportunity to be heard publication and hyperlink it in your paper in this section**.

    ·
    **Explain generally how any rule, regulation or action can be challenged under Due Process (both Procedural Due Process and Substantive Due Process). Explain the legal elements involved when a court decides these due process attacks on administrative regulation.**

    ·
    **Can this controversial rule, regulation or action be challenged under either of these?**

    ·
    **If so, how so. If not, why not.**

    ·
    **Has your specific rule, regulation or action spawned any litigation or appeals? If so, cite the case and/or administrative holding, explain the litigants (involved parties) the facts of the case, and the ultimate holding of the case. You can find court appeals cases via the link** [https://scholar.google.com/](https://scholar.google.com/) **(Google Scholar) or other legal research links found in our Modules CANVAS classroom near the bottom of that page.**____________________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Insert any cases and links to articles or cases that you found so far
    )

    **C. Legal Conclusion as to if the agency’s rule, regulation or action was legal and provided “due process” through its enactment** **(then transition to Ethics Section)**

    **III. Ethics Section** (worth 15 points)

    1.
    **Introduction to the Ethical Section: Explain to the reader the difference between law and ethics**. ____________________________________________________________________________________________________________________________________________________________________________________________(
    Insert Above: Describe the difference between law and ethics).
    **Define what ethics means**. _______________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Describe what ethics means. Provide a workable definition)

    ·
    **Explain why government administrators are held to a heightened level of ethical standards as compared to general business managers**

    ·
    **Some feel that law and ethics are the same, explain this thought process called “legal positivism” and define this approach and its soundness. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________**(
    Insert Above: define what “legal positivism”)

    ·
    **Under “legal positivism” approach, is your rule, regulation or action ethical? ____________________________________________________________________________________________________________________________________________________________________________________**(
    Insert Above: Is your agency rule, regulation or action ethical under this theory or not? Explain.

    ·
    **Is “legal positivism” a sound theory for a responsible administrator to adopt? Debate this in this section of the paper.**

    **B. Is your agency rule, regulation or action ethical under the “utilitarianism” ethical theory?**

    ·
    **Explain the ethical theory of “utilitarianism” and explain it and how it works.**______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Provide here an explanation of the Utilitarianism ethical theory and how it works and what it focuses on.)

    ·
    **Explain the groups or individuals affected by this agency’s rule, regulation or action –**
    **this means you MUST identify and list EACH affected group of individuals and explain the affects upon them by this action (good or bad affects). You should actually list them one by one and explain their interests and if their interests are negatively or positively affected by the agency’s rule, regulation or action**.

    | | | |
    | — | — | — |
    | **Identify Each Stakeholder** | **Explain if Impacted Negatively by Agency rule, regulation or action.** | **Explain if Impacted Positively by Agency rule, regulation or action.** |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |

    ·
    **Under Utilitarianism, is your agency rule, regulation or action ethical? To reach this conclusion,**
    **you MUST weigh each of the stakeholder’s interests against each other to find the “greatest” good. This way you support your ultimate conclusion under the Utilitarianism ethical model**.

    ·
    **Do you feel that the agency rule, regulation or action is unethical under utilitarianism?**

    ·
    **Why/why not? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________** (
    Insert Above: State your conclusion under Utilitarianism model if the your agency rule, regulation or action is producing more “good” or “harm” and if it is more “good” then your agency rule, regulation or action is ethical. If it is causing more “harm” then your agency rule, regulation or action is unethical.)

    1.
    **Is your agency rule, regulation or action ethical under one more ethical theory (of your choice) using the theories listed in on CANVAS classroom at the bottom of the “modules” page?**

    · Explain the ethical theory of your choice. _________________________________________________________________________________________________________________________________ (
    Insert Above: Identify the 3rd ethical theory you will use in your paper to evaluate if the agency rule, regulation or action is ethical or not.) and explain it and how it works ____________________________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Explain briefly how this 3rd ethical theory works)

    ·
    **Apply this third ethical theory you have selected to your rule, regulation or action:**

    ·
    **Explain under this theory if your rule, regulation or action is ethical under it and explain why/why not.** ____________________________________________________________________________________________________________________________________________________________________________(
    Insert Above: When applying your third ethical theory explain if this rule, regulation or action is ethical under it and explain why/why not.)

    1.
    **How do you feel personally—is this agency rule, regulation or action ethical? Explain your position and logic. _____________________________________________________________________________________________________________________________________________________________________** (
    Insert Above: Do you, or if you did your paper in a team/group, feel personally that this agency rule, regulation or action is ethical? Why/why not? )

    **IV. Community Welfare Section** (worth 5 points)

    A. Administrative Agencies are branches of the government at different levels (federal, state and local) that carry out “social policies” of the government.
    **Explain what a “social policy” is relative to administrative agencies and governments and give some past “social policies” that our federal government has furthered in the past**. Here is a good video link to help you understand this:
    [https://www.youtube.com/watch?v=mlxLX8Fto_A](https://www.youtube.com/watch?v=mlxLX8Fto_A)

    ________________________________________________________________

    ________________________________________________________________

    ________________________________________________________________

    B. What “social policy” is your administrative agency’s rule, regulation or action promoting? _
    **\_\_\____________________________________________________________________________________________________________________________________________________________** Explain if there is an express social policy or an implicit social policy being promoted by your agency rule, regulation or action. Will the administrative agency’s rule, regulation or action be effective in promoting this “social policy”? Why/why not? Or is the articulated “social policy” really a “false flag” (or a distraction from the truth) to further some alternative government agency goal (good or bad)?

    C. If successful, will the administrative agency’s rule, regulation or action be beneficial to the community, industry or population’s welfare it regulates? Why/why not?
    **\_\_\__________________________________________________________________________________________________________________________________________________________________________________________________________________**

    D.
    **Community Welfare Recommendations**:
    **If you feel that the government agency rule, regulation or action is furthering a dangerous, unethical or improper social policy—explain a way to make the agency rule, regulation or action more positive and improve the community welfare of those being regulated by the rule, regulation or action.**

    **\_\_\______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________**(
    Insert Above: What are some of your specific suggestions that you would offer the administrative agency that are credible and feasible to do, that would improve community welfare. Be specific. Make recommendations on a new approach or direction of the agency if necessary and propose directly some programs it can sponsor to improve community welfare. )

    E. Community Welfare Conclusion

    V.
    **Conclusion** (worth .50 points)

    **A. Restatement of Major “3 Value” Conclusions**

    **B. Overall Conclusions, Personal Opinions, Recommendations, and Predictions**

    **Style & References** (worth .50 points)

    Research sources (six minimum; current; primary sources or “strong” secondary) ·APA style for sources and citations ____________________________________________________________________________________________________________________________________________________________________________________________________________ (
    Insert Above: List at least six (6) academic credible resources so far that you have relied upon or found and intend to use in your final paper. Place them in APA formatting which means more than just supplying a URL).

    **·Consistency of style among sections**

    **·Grammar, spelling, and punctuation**

    **·Lucidity and “flow” of writing ·Integration of paper**

    **## PaperOutline.docx**

    **WEEK/MODULE #4 FINAL PAPER OUTLINE**

    (ALL highlighted sections must be completed and submitted for grading by end of week/module #4)

    **Final Paper Authors**:

    \_\_\_____________________________________________________________________________________________________________________________________________________________________________________

    (
    Insert Above: your name only if you are doing the final paper individually. Insert ALL of the team/group members’ names if you are doing the final paper in a team/group. Remember no more than 4 people per team/group)

    Confirm the following: All final papers will be in accordance with the below MANDATORY paper structure and I/we will have “level 1 Headings” and “Level 2 APA Headings” as identified in the below outline for each part: Do you understand these requirements: _________________________________________________ (
    Insert Above: either “I UNDERSTAND” or “I DON’T UNDERSTAND”).

    Confirm the following: I/We realize that I/We can submit just one final paper draft to the instructor during week/module #6 only. This is optional (not grade) but a great way to get the instructor’s feedback and comments to improve our final paper. _________________________________________________ (
    Insert Above: either “I UNDERSTAND” or “I DON’T UNDERSTAND”).

    Confirm the following: I/We realize that the final paper is broken down into a total of 28 points for this term as follows:

    ·
    **1 point** for final paper topic selection & submitting it to the instructor during week/module #2

    ·
    **4 points** for substantially completing this outline & submitting it to the instructor during week/module #4

    ·
    **25 points** for submitting the final paper to the instructor during week/module #8

    _________________________________________________ (
    Insert Above: either “I UNDERSTAND” or “I DON’T UNDERSTAND”).

    **Mandatory Term Paper Format, Outline and Grading Rubric:**

    ### Title Page:

    ### Integrating Values – The Legality, Morality, and Community Welfare of

    **Federal agencies loan forgiveness regulations to cancel out $20,000.00 for each student borrower (this regulation was ruled improper by the USSCT in summer of 2023**(
    Insert Above: the specific agency’s rule, regulation or action that is controversial in nature and occurred in the last 5 years)

    **Abstract:**

    **\_\_\_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________**(Abstracts give the reader an overview of what you intend to do with this paper and how you intend to do it—but you NEVER conclude in your abstract)

    ### Body of Your Paper:

    ### (each main section should be a “level 1” heading in APA format)

    I.
    **Introduction**(worth 2.0 points)

    **A. Introduction of the Paper**

    ·
    **Analytical paper – “3 value” analysis of law, ethics, and community welfare.**

    ·
    **Current, controversial, and narrowly focused topic involving an administrative agency’s controversial rule, regulation or action that has been passed and implemented in the last 5 years.** ____________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Provide a general description of your selected agency’s controversial rule, regulation action here. Remember it CANNOT be a legislative bill that was created by Congress and signed into law by the President. It must be created by a specific administrative agency. It CANNOT be a state bill that was created by the state legislature and signed into law by the Governor—it must be created by a specific administrative rule, regulation or action.)

    ·
    **Significance of topic to the public.**

    **B. Background Information regarding topic**

    ·
    **Describe the administrative agency, its history, its powers and authority** ____________________________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Provide here the name of your administrative agency and when it was formed and what area does it regulate.)

    ·
    **Describe who currently runs your administrative agency now and how do they get their jobs?** ____________________________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Explain if your administrative agency is headed by one director or a commission or a committee. Explain who that one person is, or if it is a commission or committee then identify who currently sits on that commission).

    ______________________________________________________________________________________ (
    Insert Above: Explain how this agency head(s) got their job)

    ·
    **Place a link in your paper to the administrative agency’s home page**. _____________________________________________________________________________________________________________________ (
    Insert Above: All administrative agencies have websites. Provide the website URL hyperlink here)

    ·
    **Describe the certain agency rule, regulation or action that was passed (ie. the regulation created)**\_\_\___________________________________________________________________________________________________________________

    (
    Insert Above: Provide the citation to the agency rule, regulation or action—provide a hyperlink to display the actual governmental rule, regulation or action and NOT just an article about it. You must find the actual primary source of the law: rule, regulation or action published.)

    ·
    **Describe its impact on individuals or businesses and include statistics, facts, data on the effects to show the reader this is an important issue in administrative law.**

    ·
    **Often agencies take “comments” from the public and those to be regulated before they create the regulation—try to find these past comments and what were the concerns or objections of those who objected to the proposed regulation. _________________________________________________________________________________________________________________________________**(
    Insert Above: If your controversial administrative rule, regulation or action was produced by notice/comment procedures, provide some examples of the submitted comments here.)

    ·
    **Give one or more “real life” stories of consumers, employees, vendors, stakeholders etc… who were affected (either good or bad) by your agency’s controversial rule, regulation or action to put a human face on the topic.** ____________________________________________________________________________________________________________________________________________________________________________ (Insert Above: Provide a short testimonial or description of a real life person or business that is actually harmed or negatively affected by this administrative agency’s rule, regulation or action)

    ·
    **Describe to the reader the good/bad of the agency rule, regulation or action**

    ·
    **Was there any estimate as to the economic impact of the rule, regulation or action taken?**

    **II. Legal Section** (worth 2.0 points)

    1.
    **Introduction to Legal Section**

    ·
    **All administrative agencies are created by “enabling legislation”—research and cite the enabling legislation that created your specific administrative agency.** ____________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Find this enabling legislation (actual statute or federal code provision) that created and empowered your agency, cite it, and link it into your paper.

    ·
    **Rulemaking or Adjudication—explain this two ways in which administrative agencies act and how they are different and which one requires more “due process” and why**.______________________________________________________________________________________________(
    Insert Above: which one required more “due process”?)
    **Now which one was used to make your rule, regulation or action? Explain why you concluded this way.**

    **B. Statement of Relevant Legal Principles and Rules of Law**

    ·
    **Conduct Legal Research and find when the rule, regulation or action was noticed and published to the public in the federal registry or corresponding state publication—give the citation to the notice and opportunity to be heard publication and hyperlink it in your paper in this section**.

    ·
    **Explain generally how any rule, regulation or action can be challenged under Due Process (both Procedural Due Process and Substantive Due Process). Explain the legal elements involved when a court decides these due process attacks on administrative regulation.**

    ·
    **Can this controversial rule, regulation or action be challenged under either of these?**

    ·
    **If so, how so. If not, why not.**

    ·
    **Has your specific rule, regulation or action spawned any litigation or appeals? If so, cite the case and/or administrative holding, explain the litigants (involved parties) the facts of the case, and the ultimate holding of the case. You can find court appeals cases via the link** [https://scholar.google.com/](https://scholar.google.com/) **(Google Scholar) or other legal research links found in our Modules CANVAS classroom near the bottom of that page.**____________________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Insert any cases and links to articles or cases that you found so far
    )

    **C. Legal Conclusion as to if the agency’s rule, regulation or action was legal and provided “due process” through its enactment** **(then transition to Ethics Section)**

    **III. Ethics Section** (worth 15 points)

    1.
    **Introduction to the Ethical Section: Explain to the reader the difference between law and ethics**. ____________________________________________________________________________________________________________________________________________________________________________________________(
    Insert Above: Describe the difference between law and ethics).
    **Define what ethics means**. _______________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Describe what ethics means. Provide a workable definition)

    ·
    **Explain why government administrators are held to a heightened level of ethical standards as compared to general business managers**

    ·
    **Some feel that law and ethics are the same, explain this thought process called “legal positivism” and define this approach and its soundness. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________**(
    Insert Above: define what “legal positivism”)

    ·
    **Under “legal positivism” approach, is your rule, regulation or action ethical? ____________________________________________________________________________________________________________________________________________________________________________________**(
    Insert Above: Is your agency rule, regulation or action ethical under this theory or not? Explain.

    ·
    **Is “legal positivism” a sound theory for a responsible administrator to adopt? Debate this in this section of the paper.**

    **B. Is your agency rule, regulation or action ethical under the “utilitarianism” ethical theory?**

    ·
    **Explain the ethical theory of “utilitarianism” and explain it and how it works.**______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Provide here an explanation of the Utilitarianism ethical theory and how it works and what it focuses on.)

    ·
    **Explain the groups or individuals affected by this agency’s rule, regulation or action –**
    **this means you MUST identify and list EACH affected group of individuals and explain the affects upon them by this action (good or bad affects). You should actually list them one by one and explain their interests and if their interests are negatively or positively affected by the agency’s rule, regulation or action**.

    | | | |
    | — | — | — |
    | **Identify Each Stakeholder** | **Explain if Impacted Negatively by Agency rule, regulation or action.** | **Explain if Impacted Positively by Agency rule, regulation or action.** |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |

    ·
    **Under Utilitarianism, is your agency rule, regulation or action ethical? To reach this conclusion,**
    **you MUST weigh each of the stakeholder’s interests against each other to find the “greatest” good. This way you support your ultimate conclusion under the Utilitarianism ethical model**.

    ·
    **Do you feel that the agency rule, regulation or action is unethical under utilitarianism?**

    ·
    **Why/why not? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________** (
    Insert Above: State your conclusion under Utilitarianism model if the your agency rule, regulation or action is producing more “good” or “harm” and if it is more “good” then your agency rule, regulation or action is ethical. If it is causing more “harm” then your agency rule, regulation or action is unethical.)

    1.
    **Is your agency rule, regulation or action ethical under one more ethical theory (of your choice) using the theories listed in on CANVAS classroom at the bottom of the “modules” page?**

    · Explain the ethical theory of your choice. _________________________________________________________________________________________________________________________________ (
    Insert Above: Identify the 3rd ethical theory you will use in your paper to evaluate if the agency rule, regulation or action is ethical or not.) and explain it and how it works ____________________________________________________________________________________________________________________________________________________________________________ (
    Insert Above: Explain briefly how this 3rd ethical theory works)

    ·
    **Apply this third ethical theory you have selected to your rule, regulation or action:**

    ·
    **Explain under this theory if your rule, regulation or action is ethical under it and explain why/why not.** ____________________________________________________________________________________________________________________________________________________________________________(
    Insert Above: When applying your third ethical theory explain if this rule, regulation or action is ethical under it and explain why/why not.)

    1.
    **How do you feel personally—is this agency rule, regulation or action ethical? Explain your position and logic. _____________________________________________________________________________________________________________________________________________________________________** (
    Insert Above: Do you, or if you did your paper in a team/group, feel personally that this agency rule, regulation or action is ethical? Why/why not? )

    **IV. Community Welfare Section** (worth 5 points)

    A. Administrative Agencies are branches of the government at different levels (federal, state and local) that carry out “social policies” of the government.
    **Explain what a “social policy” is relative to administrative agencies and governments and give some past “social policies” that our federal government has furthered in the past**. Here is a good video link to help you understand this:
    [https://www.youtube.com/watch?v=mlxLX8Fto_A](https://www.youtube.com/watch?v=mlxLX8Fto_A)

    ________________________________________________________________

    ________________________________________________________________

    ________________________________________________________________

    B. What “social policy” is your administrative agency’s rule, regulation or action promoting? _
    **\_\_\____________________________________________________________________________________________________________________________________________________________** Explain if there is an express social policy or an implicit social policy being promoted by your agency rule, regulation or action. Will the administrative agency’s rule, regulation or action be effective in promoting this “social policy”? Why/why not? Or is the articulated “social policy” really a “false flag” (or a distraction from the truth) to further some alternative government agency goal (good or bad)?

    C. If successful, will the administrative agency’s rule, regulation or action be beneficial to the community, industry or population’s welfare it regulates? Why/why not?
    **\_\_\__________________________________________________________________________________________________________________________________________________________________________________________________________________**

    D.
    **Community Welfare Recommendations**:
    **If you feel that the government agency rule, regulation or action is furthering a dangerous, unethical or improper social policy—explain a way to make the agency rule, regulation or action more positive and improve the community welfare of those being regulated by the rule, regulation or action.**

    **\_\_\______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________**(
    Insert Above: What are some of your specific suggestions that you would offer the administrative agency that are credible and feasible to do, that would improve community welfare. Be specific. Make recommendations on a new approach or direction of the agency if necessary and propose directly some programs it can sponsor to improve community welfare. )

    E. Community Welfare Conclusion

    V.
    **Conclusion** (worth .50 points)

    **A. Restatement of Major “3 Value” Conclusions**

    **B. Overall Conclusions, Personal Opinions, Recommendations, and Predictions**

    **Style & References** (worth .50 points)

    Research sources (six minimum; current; primary sources or “strong” secondary) ·APA style for sources and citations ____________________________________________________________________________________________________________________________________________________________________________________________________________ (
    Insert Above: List at least six (6) academic credible resources so far that you have relied upon or found and intend to use in your final paper. Place them in APA formatting which means more than just supplying a URL).

    **·Consistency of style among sections**

    **·Grammar, spelling, and punctuation**

    **·Lucidity and “flow” of writing ·Integration of paper**

  • [Solved] Week 3 Discussion BUSN 460

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    **International business bloopers are very frequent. They often stem from failing to realize the cultural differences between home and host countries. Research and share a recent (last 3-5 years) example of an incident of an international business blunder. Feel free to add a link to an ad, a picture…

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    **International business bloopers are very frequent. They often stem from failing to realize the cultural differences between home and host countries. Research and share a recent (last 3-5 years) example of an incident of an international business blunder. Feel free to add a link to an ad, a picture, or any other supporting media to help you communicate the mishap. Identify which cultural components were overlooked. Compare the host and home country cultural dimensions rankings (hint:** [**HofstedeLinks to an external site.**](https://www.hofstede-insights.com/country-comparison-tool) **). Based on these insights, what can be done to repair the company’s reputation?**

    The typical weekly dialogue schedule for online students consists of one initial (200-300 words) due by Thursday at 11:59 pm ET and two (125-200 word) response posts due by Sunday at 11:59 pm ET. **The initial dialogue should focus directly on the posed discussion question.  Utilize the required readings as a base, cite appropriate examples/principles from the texts, and include a minimum of two academic peer-reviewed scholarly articles outside of the textbook that bring depth and insight to the dialogue.** The intent relates to expanding the knowledge base of the class and providing additional resources to fellow classmates.

    Following the initial post, the first response continues in an academic nature by providing at least one scholarly reference in the reply that again brings additional insights and depth to the discussion.

    The second response allows for a time of reflection–describe what you gained from reading another student’s initial post, extra references or research are not expected for the second reply.

    – 2 years ago

  • [Solved] biology

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  • [Solved] SUCCESS

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    – [\ \ emptyfile.docx](https://www.sweetstudy.com/files/emptyfile-docx-10170369 "emptyfile.docx") – 2 years ago

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    – [\
    \
    emptyfile.docx](https://www.sweetstudy.com/files/emptyfile-docx-10170369 "emptyfile.docx")

    – 2 years ago

  • [Solved] Education I need help with homework

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    I need help! – 2 years ago **files (3)** – ## WORDDEFINITIONSfortopic3assignment.docx – ## Week3instructionandRubric.docx – Language_Foundationsweek3assignment.docx **## WORDDEFINITIONSfortopic3assignment.docx** WORD DEFINITIONS for topic 3 assignment Phonetics: The relationship between the letters…

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    I need help!

    – 2 years ago

    **files (3)**

    – ## WORDDEFINITIONSfortopic3assignment.docx

    – ## Week3instructionandRubric.docx

    – Language_Foundationsweek3assignment.docx

    **## WORDDEFINITIONSfortopic3assignment.docx**

    WORD DEFINITIONS for topic 3 assignment

    Phonetics: The relationship between the letters of written language (graphemes) and the sounds of spoken language (phonemes).

    PhonologyThe sounds of a language. It comprises a more advanced language structure, such as two and three-letter blends and long and short vowel sounds.

    Morphology addresses a word's meaningful parts, such as prefixes and suffixes.

    A lexicon can be described as one's own internal dictionary.

    Lexicon is the personal vocabulary one has attained over time.

    Semantics refers to the meaning of words in terms of how they are used in a sentence, interpreted, and comprehended.

    SyntaxRefers to the correct ordering of words and phrases needed to create a well-written sentence.

    Pragmatics relates to how words are used in context and their inferred and/or implied meanings.

    BICS (Basic Interpersonal Communication Skills): These are skills needed for daily social interactions, and they involve conversational vocabulary and language.

    BICS are quickly developed through mimicking others, face-to-face communication, observing conversations, watching television, and speaking with those proficient in English. Jim Cummins included BICS in his language theories.

    CALP (Cognitive Academic Language Proficiency)Ability to use language, including vocabulary, in academic settings to comprehend content area material and educational discussions.

    CALP addresses higher-order thinking skills, can take 5-7 years to develop fully, and must be taught to students via direct, explicit, and systematic instruction. Jim Cummins included CALP in his language theories. Language form involves the vocabulary, grammatical structure, and discourse typically related to the content area. Two examples of language forms are nouns/pronouns and verb forms.

    Language function addresses the purpose of communication through language use in academic and social contexts. Two examples of language function are "retelling" and "comparing/contrasting."

    **## Week3instructionandRubric.docx**

    Teachers of English learners must have fundamental knowledge about language acquisition, linguistics, and instructional strategies to understand student needs, deliver instruction appropriately, and foster a supportive learning environment. This understanding allows teachers to make informed decisions that cultivate both social and academic language growth in their English learners. The foundations of language are critically important because they establish strong literacy skills that lead to academic and real-world success.

    Complete the "ESL-540 Language Foundations" template to explore language acquisition theories, Arizona's English language proficiency (ELP) standards, terms and definitions related to the foundations of language, and instructional strategies appropriate for supporting elements of language.

    _Note_: This assignment may produce a high similarity index in LopesWrite.

    Support your template with a minimum of two scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Part 1: ELPS and Language Acquisition Theories Certificate of Completion**

    22 points

    **Criteria Description**

    **5. Target**

    22 points

    Certificate of completion included.

    **4. Acceptable**

    19.14 points

    NA

    **3. Approaching**

    16.28 points

    NA

    **2. Insufficient**

    15.18 points

    NA

    **1. Unsatisfactory**

    0 points

    Fails to include a certificate of completion.

    **Part 2: Terms and Definitions Reflection**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Reflection describes researched terms, initial questions, and insights gained with thoughtfulness and specificity.

    **4. Acceptable**

    9.57 points

    Reflection describes researched terms, initial questions, and insights gained with clarity and detail.

    **3. Approaching**

    8.14 points

    Reflection describes researched terms, but initial questions or insights gained are lacking detail or depth.

    **2. Insufficient**

    7.59 points

    Reflection describes researched terms, but initial questions or insights gained are convoluted.

    **1. Unsatisfactory**

    0 points

    Reflection fails to describe researched terms, initial questions, or insights gained.

    **Part 3: Instructional Strategies**

    22 points

    **Criteria Description**

    **5. Target**

    22 points

    EL instructional strategies for teaching elements of language within verbal and written expression are ideally selected and expertly described.

    **4. Acceptable**

    19.14 points

    EL instructional strategies for teaching elements of language within verbal and written expression are properly selected and succinctly described.

    **3. Approaching**

    16.28 points

    EL instructional strategies for teaching elements of language within verbal and written expression are minimally provided and shallowly described.

    **2. Insufficient**

    15.18 points

    EL instructional strategies for teaching elements of language within verbal and written expression are provided with flaws or inadequately described.

    **1. Unsatisfactory**

    0 points

    EL instructional strategies for teaching elements of language within verbal and written expression are incompletely provided or incorrectly described.

    **Part 4: Scenario 1: Syntax**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is innovative. Rationale for the strategy selection is convincing.

    **4. Acceptable**

    9.57 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is effective. Rationale for the strategy selection is logical.

    **3. Approaching**

    8.14 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is plausible. Rationale for the strategy selection is unfocused.

    **2. Insufficient**

    7.59 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is ineffective. Rationale for the strategy selection is unconvincing.

    **1. Unsatisfactory**

    0 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is irrelevant. Rationale for the strategy selection is not included or incoherent.

    **Part 4: Scenario 2: Morphology**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is innovative. Rationale for the strategy selection is convincing.

    **4. Acceptable**

    9.57 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is effective. Rationale for the strategy selection is logical.

    **3. Approaching**

    8.14 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is plausible. Rationale for the strategy selection is unfocused.

    **2. Insufficient**

    7.59 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is ineffective. Rationale for the strategy selection is unconvincing.

    **1. Unsatisfactory**

    0 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is irrelevant. Rationale for the strategy selection is not included or incoherent.

    **Part 4: Scenario 3: Semantics**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is innovative. Rationale for the strategy selection is convincing.

    **4. Acceptable**

    9.57 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is effective. Rationale for the strategy selection is logical.

    **3. Approaching**

    8.14 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is plausible. Rationale for the strategy selection is unfocused.

    **2. Insufficient**

    7.59 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is ineffective. Rationale for the strategy selection is unconvincing.

    **1. Unsatisfactory**

    0 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is irrelevant. Rationale for the strategy selection is not included or incoherent.

    **Part 4: Scenario 4: Lexicon**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is innovative. Rationale for the strategy selection is convincing.

    **4. Acceptable**

    9.57 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is effective. Rationale for the strategy selection is logical.

    **3. Approaching**

    8.14 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is unfocused. Rationale for the strategy selection is elementary.

    **2. Insufficient**

    7.59 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is ineffective. Rationale for the strategy selection is unconvincing.

    **1. Unsatisfactory**

    0 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is irrelevant. Rationale for the strategy selection is not included or incoherent.

    **Supporting Research and Documentation of Sources**

    5.5 points

    **Mechanics of Writing**

    5.5 points

    **Language_Foundationsweek3assignment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/language-foundationsweek3assignment-docx)

    **Language_Foundationsweek3assignment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/language-foundationsweek3assignment-docx)

    **## WORDDEFINITIONSfortopic3assignment.docx**

    WORD DEFINITIONS for topic 3 assignment

    Phonetics: The relationship between the letters of written language (graphemes) and the sounds of spoken language (phonemes).

    PhonologyThe sounds of a language. It comprises a more advanced language structure, such as two and three-letter blends and long and short vowel sounds.

    Morphology addresses a word's meaningful parts, such as prefixes and suffixes.

    A lexicon can be described as one's own internal dictionary.

    Lexicon is the personal vocabulary one has attained over time.

    Semantics refers to the meaning of words in terms of how they are used in a sentence, interpreted, and comprehended.

    SyntaxRefers to the correct ordering of words and phrases needed to create a well-written sentence.

    Pragmatics relates to how words are used in context and their inferred and/or implied meanings.

    BICS (Basic Interpersonal Communication Skills): These are skills needed for daily social interactions, and they involve conversational vocabulary and language.

    BICS are quickly developed through mimicking others, face-to-face communication, observing conversations, watching television, and speaking with those proficient in English. Jim Cummins included BICS in his language theories.

    CALP (Cognitive Academic Language Proficiency)Ability to use language, including vocabulary, in academic settings to comprehend content area material and educational discussions.

    CALP addresses higher-order thinking skills, can take 5-7 years to develop fully, and must be taught to students via direct, explicit, and systematic instruction. Jim Cummins included CALP in his language theories. Language form involves the vocabulary, grammatical structure, and discourse typically related to the content area. Two examples of language forms are nouns/pronouns and verb forms.

    Language function addresses the purpose of communication through language use in academic and social contexts. Two examples of language function are "retelling" and "comparing/contrasting."

    **## Week3instructionandRubric.docx**

    Teachers of English learners must have fundamental knowledge about language acquisition, linguistics, and instructional strategies to understand student needs, deliver instruction appropriately, and foster a supportive learning environment. This understanding allows teachers to make informed decisions that cultivate both social and academic language growth in their English learners. The foundations of language are critically important because they establish strong literacy skills that lead to academic and real-world success.

    Complete the "ESL-540 Language Foundations" template to explore language acquisition theories, Arizona's English language proficiency (ELP) standards, terms and definitions related to the foundations of language, and instructional strategies appropriate for supporting elements of language.

    _Note_: This assignment may produce a high similarity index in LopesWrite.

    Support your template with a minimum of two scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Part 1: ELPS and Language Acquisition Theories Certificate of Completion**

    22 points

    **Criteria Description**

    **5. Target**

    22 points

    Certificate of completion included.

    **4. Acceptable**

    19.14 points

    NA

    **3. Approaching**

    16.28 points

    NA

    **2. Insufficient**

    15.18 points

    NA

    **1. Unsatisfactory**

    0 points

    Fails to include a certificate of completion.

    **Part 2: Terms and Definitions Reflection**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Reflection describes researched terms, initial questions, and insights gained with thoughtfulness and specificity.

    **4. Acceptable**

    9.57 points

    Reflection describes researched terms, initial questions, and insights gained with clarity and detail.

    **3. Approaching**

    8.14 points

    Reflection describes researched terms, but initial questions or insights gained are lacking detail or depth.

    **2. Insufficient**

    7.59 points

    Reflection describes researched terms, but initial questions or insights gained are convoluted.

    **1. Unsatisfactory**

    0 points

    Reflection fails to describe researched terms, initial questions, or insights gained.

    **Part 3: Instructional Strategies**

    22 points

    **Criteria Description**

    **5. Target**

    22 points

    EL instructional strategies for teaching elements of language within verbal and written expression are ideally selected and expertly described.

    **4. Acceptable**

    19.14 points

    EL instructional strategies for teaching elements of language within verbal and written expression are properly selected and succinctly described.

    **3. Approaching**

    16.28 points

    EL instructional strategies for teaching elements of language within verbal and written expression are minimally provided and shallowly described.

    **2. Insufficient**

    15.18 points

    EL instructional strategies for teaching elements of language within verbal and written expression are provided with flaws or inadequately described.

    **1. Unsatisfactory**

    0 points

    EL instructional strategies for teaching elements of language within verbal and written expression are incompletely provided or incorrectly described.

    **Part 4: Scenario 1: Syntax**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is innovative. Rationale for the strategy selection is convincing.

    **4. Acceptable**

    9.57 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is effective. Rationale for the strategy selection is logical.

    **3. Approaching**

    8.14 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is plausible. Rationale for the strategy selection is unfocused.

    **2. Insufficient**

    7.59 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is ineffective. Rationale for the strategy selection is unconvincing.

    **1. Unsatisfactory**

    0 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is irrelevant. Rationale for the strategy selection is not included or incoherent.

    **Part 4: Scenario 2: Morphology**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is innovative. Rationale for the strategy selection is convincing.

    **4. Acceptable**

    9.57 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is effective. Rationale for the strategy selection is logical.

    **3. Approaching**

    8.14 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is plausible. Rationale for the strategy selection is unfocused.

    **2. Insufficient**

    7.59 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is ineffective. Rationale for the strategy selection is unconvincing.

    **1. Unsatisfactory**

    0 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is irrelevant. Rationale for the strategy selection is not included or incoherent.

    **Part 4: Scenario 3: Semantics**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is innovative. Rationale for the strategy selection is convincing.

    **4. Acceptable**

    9.57 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is effective. Rationale for the strategy selection is logical.

    **3. Approaching**

    8.14 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is plausible. Rationale for the strategy selection is unfocused.

    **2. Insufficient**

    7.59 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is ineffective. Rationale for the strategy selection is unconvincing.

    **1. Unsatisfactory**

    0 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is irrelevant. Rationale for the strategy selection is not included or incoherent.

    **Part 4: Scenario 4: Lexicon**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is innovative. Rationale for the strategy selection is convincing.

    **4. Acceptable**

    9.57 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is effective. Rationale for the strategy selection is logical.

    **3. Approaching**

    8.14 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is unfocused. Rationale for the strategy selection is elementary.

    **2. Insufficient**

    7.59 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is ineffective. Rationale for the strategy selection is unconvincing.

    **1. Unsatisfactory**

    0 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is irrelevant. Rationale for the strategy selection is not included or incoherent.

    **Supporting Research and Documentation of Sources**

    5.5 points

    **Mechanics of Writing**

    5.5 points

    **Language_Foundationsweek3assignment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/language-foundationsweek3assignment-docx)

    **## WORDDEFINITIONSfortopic3assignment.docx**

    WORD DEFINITIONS for topic 3 assignment

    Phonetics: The relationship between the letters of written language (graphemes) and the sounds of spoken language (phonemes).

    PhonologyThe sounds of a language. It comprises a more advanced language structure, such as two and three-letter blends and long and short vowel sounds.

    Morphology addresses a word's meaningful parts, such as prefixes and suffixes.

    A lexicon can be described as one's own internal dictionary.

    Lexicon is the personal vocabulary one has attained over time.

    Semantics refers to the meaning of words in terms of how they are used in a sentence, interpreted, and comprehended.

    SyntaxRefers to the correct ordering of words and phrases needed to create a well-written sentence.

    Pragmatics relates to how words are used in context and their inferred and/or implied meanings.

    BICS (Basic Interpersonal Communication Skills): These are skills needed for daily social interactions, and they involve conversational vocabulary and language.

    BICS are quickly developed through mimicking others, face-to-face communication, observing conversations, watching television, and speaking with those proficient in English. Jim Cummins included BICS in his language theories.

    CALP (Cognitive Academic Language Proficiency)Ability to use language, including vocabulary, in academic settings to comprehend content area material and educational discussions.

    CALP addresses higher-order thinking skills, can take 5-7 years to develop fully, and must be taught to students via direct, explicit, and systematic instruction. Jim Cummins included CALP in his language theories. Language form involves the vocabulary, grammatical structure, and discourse typically related to the content area. Two examples of language forms are nouns/pronouns and verb forms.

    Language function addresses the purpose of communication through language use in academic and social contexts. Two examples of language function are "retelling" and "comparing/contrasting."

    **## Week3instructionandRubric.docx**

    Teachers of English learners must have fundamental knowledge about language acquisition, linguistics, and instructional strategies to understand student needs, deliver instruction appropriately, and foster a supportive learning environment. This understanding allows teachers to make informed decisions that cultivate both social and academic language growth in their English learners. The foundations of language are critically important because they establish strong literacy skills that lead to academic and real-world success.

    Complete the "ESL-540 Language Foundations" template to explore language acquisition theories, Arizona's English language proficiency (ELP) standards, terms and definitions related to the foundations of language, and instructional strategies appropriate for supporting elements of language.

    _Note_: This assignment may produce a high similarity index in LopesWrite.

    Support your template with a minimum of two scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Part 1: ELPS and Language Acquisition Theories Certificate of Completion**

    22 points

    **Criteria Description**

    **5. Target**

    22 points

    Certificate of completion included.

    **4. Acceptable**

    19.14 points

    NA

    **3. Approaching**

    16.28 points

    NA

    **2. Insufficient**

    15.18 points

    NA

    **1. Unsatisfactory**

    0 points

    Fails to include a certificate of completion.

    **Part 2: Terms and Definitions Reflection**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Reflection describes researched terms, initial questions, and insights gained with thoughtfulness and specificity.

    **4. Acceptable**

    9.57 points

    Reflection describes researched terms, initial questions, and insights gained with clarity and detail.

    **3. Approaching**

    8.14 points

    Reflection describes researched terms, but initial questions or insights gained are lacking detail or depth.

    **2. Insufficient**

    7.59 points

    Reflection describes researched terms, but initial questions or insights gained are convoluted.

    **1. Unsatisfactory**

    0 points

    Reflection fails to describe researched terms, initial questions, or insights gained.

    **Part 3: Instructional Strategies**

    22 points

    **Criteria Description**

    **5. Target**

    22 points

    EL instructional strategies for teaching elements of language within verbal and written expression are ideally selected and expertly described.

    **4. Acceptable**

    19.14 points

    EL instructional strategies for teaching elements of language within verbal and written expression are properly selected and succinctly described.

    **3. Approaching**

    16.28 points

    EL instructional strategies for teaching elements of language within verbal and written expression are minimally provided and shallowly described.

    **2. Insufficient**

    15.18 points

    EL instructional strategies for teaching elements of language within verbal and written expression are provided with flaws or inadequately described.

    **1. Unsatisfactory**

    0 points

    EL instructional strategies for teaching elements of language within verbal and written expression are incompletely provided or incorrectly described.

    **Part 4: Scenario 1: Syntax**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is innovative. Rationale for the strategy selection is convincing.

    **4. Acceptable**

    9.57 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is effective. Rationale for the strategy selection is logical.

    **3. Approaching**

    8.14 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is plausible. Rationale for the strategy selection is unfocused.

    **2. Insufficient**

    7.59 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is ineffective. Rationale for the strategy selection is unconvincing.

    **1. Unsatisfactory**

    0 points

    Strategy for appropriately supporting an English learner with an element of language (syntax) is irrelevant. Rationale for the strategy selection is not included or incoherent.

    **Part 4: Scenario 2: Morphology**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is innovative. Rationale for the strategy selection is convincing.

    **4. Acceptable**

    9.57 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is effective. Rationale for the strategy selection is logical.

    **3. Approaching**

    8.14 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is plausible. Rationale for the strategy selection is unfocused.

    **2. Insufficient**

    7.59 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is ineffective. Rationale for the strategy selection is unconvincing.

    **1. Unsatisfactory**

    0 points

    Strategy for appropriately supporting an English learner with an element of language (morphology) is irrelevant. Rationale for the strategy selection is not included or incoherent.

    **Part 4: Scenario 3: Semantics**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is innovative. Rationale for the strategy selection is convincing.

    **4. Acceptable**

    9.57 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is effective. Rationale for the strategy selection is logical.

    **3. Approaching**

    8.14 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is plausible. Rationale for the strategy selection is unfocused.

    **2. Insufficient**

    7.59 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is ineffective. Rationale for the strategy selection is unconvincing.

    **1. Unsatisfactory**

    0 points

    Strategy for appropriately supporting an English learner with an element of language (semantics) is irrelevant. Rationale for the strategy selection is not included or incoherent.

    **Part 4: Scenario 4: Lexicon**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is innovative. Rationale for the strategy selection is convincing.

    **4. Acceptable**

    9.57 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is effective. Rationale for the strategy selection is logical.

    **3. Approaching**

    8.14 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is unfocused. Rationale for the strategy selection is elementary.

    **2. Insufficient**

    7.59 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is ineffective. Rationale for the strategy selection is unconvincing.

    **1. Unsatisfactory**

    0 points

    Strategy for appropriately supporting an English learner with an element of language (lexicon) is irrelevant. Rationale for the strategy selection is not included or incoherent.

    **Supporting Research and Documentation of Sources**

    5.5 points

    **Mechanics of Writing**

    5.5 points

    **Language_Foundationsweek3assignment.docx**

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