Discussion Rubric Graduate Your Active Participation In The Discus ✓ Solved
Discussion Rubric: Graduate Your active participation in the discussion forums is essential to your overall success this term. Discussion questions are designed to help you make meaningful connections between the course content and the larger concepts and goals of the course. These discussions offer you the opportunity to express your own thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance. Requirements for Discussion Board Assignments Students are required to post one initial post and to follow up with at least two response posts for each discussion board assignment. For your initial post (1), you must do the following: ï‚· Compose a post of one to two paragraphs. ï‚· In Module One, complete the initial post by Thursday at 11:59 p.m.
Eastern Time. ï‚· In Modules Two through Ten, complete the initial post by Thursday at 11:59 p.m. of your local time zone. ï‚· Take into consideration material such as course content and other discussion boards from the current module and previous modules, when appropriate. ï‚· Reference scholarly or peer-reviewed sources to support your discussion points, as appropriate (using proper citation methods for your discipline). For your response posts (2), you must do the following: ï‚· Reply to at least two different classmates outside of your own initial post thread. ï‚· In Module One, complete the two response posts by Sunday at 11:59 p.m. Eastern Time. ï‚· In Modules Two through Ten, complete the response posts by Sunday at 11:59 p.m. of your local time zone. ï‚· Demonstrate more depth and thought than simply stating “I agree†or “You are wrong.†Guidance is provided for you in each discussion prompt.
Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Comprehension Develops an initial post with an organized, clear point of view or idea using rich and significant detail (100%) Develops an initial post with a point of view or idea using appropriate detail (90%) Develops an initial post with a point of view or idea but with some gaps in organization and detail (70%) Does not develop an initial post with an organized point of view or idea (0%) 20 Timeliness Submits initial post on time (100%) Submits initial post one day late (70%) Submits initial post two or more days late (0%) 10 Engagement Provides relevant and meaningful response posts with clarifying explanation and detail (100%) Provides relevant response posts with some explanation and detail (90%) Provides somewhat relevant response posts with some explanation and detail (70%) Provides response posts that are generic with little explanation or detail (0%) 20 Critical Thinking Draws insightful conclusions that are thoroughly defended with evidence and examples (100%) Draws informed conclusions that are justified with evidence (90%) Draws logical conclusions (70%) Does not draw logical conclusions (0%) 30 Writing (Mechanics) Initial post and responses are easily understood, clear, and concise using proper citation methods where applicable with no errors in citations (100%) Initial post and responses are easily understood using proper citation methods where applicable with few errors in citations (90%) Initial post and responses are understandable using proper citation methods where applicable with a number of errors in citations (70%) Initial post and responses are not understandable and do not use proper citation methods where applicable (0%) 20 Total 100% Functional Health Patterns Community Assessment Guide Functional Health Pattern (FHP) Template Directions: This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment.
Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community. Value/Belief Pattern · Predominant ethnic and cultural groups along with beliefs related to health. · Predominant spiritual beliefs in the community that may influence health. · Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.). · Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)? · What does the community value?
How is this evident? · On what do the community members spend their money? Are funds adequate? Health Perception/Management · Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state). · Immunization rates (age appropriate). · Appropriate death rates and causes, if applicable. · Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient? · Available health professionals, health resources within the community, and usage. · Common referrals to outside agencies. Nutrition/Metabolic · Indicators of nutrient deficiencies. · Obesity rates or percentages: Compare to CDC statistics. · Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.). · Availability of water (e.g., number and quality of drinking fountains). · Fast food and junk food accessibility (vending machines). · Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.). · Provisions for special diets, if applicable. · For schools (in addition to above): · Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence) · Amount of free or reduced lunch Elimination (Environmental Health Concerns) · Common air contaminants’ impact on the community. · Noise. · Waste disposal. · Pest control: Is the community notified of pesticides usage? · Hygiene practices (laundry services, hand washing, etc.). · Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible. · Universal precaution practices of health providers, teachers, members (if applicable). · Temperature controls (e.g., within buildings, outside shade structures). · Safety (committee, security guards, crossing guards, badges, locked campuses).
Activity/Exercise · Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.). · Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.). · Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.). · Injury statistics or most common injuries. · Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer). · Means of transportation. Sleep/Rest · Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]). · Indicators of general “restedness†and energy levels. · Factors affecting sleep: · Shift work prevalence of community members · Environment (noise, lights, crowding, etc.) · Consumption of caffeine, nicotine, alcohol, and drugs · Homework/Extracurricular activities · Health issues Cognitive/Perceptual · Primary language: Is this a communication barrier? · Educational levels: For geopolitical communities, use and compare the city in which your community belongs with the national statistics. · Opportunities/Programs: · Educational offerings (in-services, continuing education, GED, etc.) · Educational mandates (yearly in-services, continuing education, English learners, etc.) · Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted) · Library or computer/Internet resources and usage. · Funding resources (tuition reimbursement, scholarships, etc.).
Self-Perception/Self-Concept · Age levels. · Programs and activities related to community building (strengthening the community). · Community history. · Pride indicators: Self-esteem or caring behaviors. · Published description (pamphlets, Web sites, etc.). Role/Relationship · Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.). · Vulnerable populations: · Why are they vulnerable? · How does this impact health? · Power groups (church council, student council, administration, PTA, and gangs): · How do they hold power? · Positive or negative influence on community? · Harassment policies/discrimination policies. · Relationship with broader community: · Police · Fire/EMS (response time) · Other (food drives, blood drives, missions, etc.) Sexuality/Reproductive · Relationships and behavior among community members. · Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.). · Access to birth control. · Birth rates, abortions, and miscarriages (if applicable). · Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).
Coping/Stress · Delinquency/violence issues. · Crime issues/indicators. · Poverty issues/indicators. · CPS or APS abuse referrals: Compare with previous years. · Drug abuse rates, alcohol use, and abuse: Compare with previous years. · Stressors. · Stress management resources (e.g., hotlines, support groups, etc.). · Prevalent mental health issues/concerns: · How does the community deal with mental health issues · Mental health professionals within community and usage · Disaster planning: · Past disasters · Drills (what, how often) · Planning committee (members, roles) · Policies · Crisis intervention plan © 2011. Grand Canyon University. All Rights Reserved.
Paper for above instructions
When engaging in a graduate-level discussion forum, it is imperative to guide your contributions with coherent ideas, evidence-based references, critical thinking, and respectful communication. This brief educates participants on how to craft an initial post that fulfills the graduate discussion rubric requirements. The following outlines the essential components needed for an effective discussion post and includes a mock example.Structuring Your Post
1. Initial Post: Compose a well-organized, thoughtful, and thorough response focusing on the assigned topic.
2. References: Use credible and scholarly sources to support your views, incorporating proper citations in APA format (or the required format for your discipline).
3. Engagement: Respond to two classmates with depth, seeking to extend the conversation rather than simply agreeing or disagreeing.
4. Clarity and Mechanics: Ensure your post is grammatically correct, uses clear language, and follows citation guidelines meticulously.
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Example of an Initial Post
Title: Health Promotion in Community Assessment
Health promotion plays a crucial role in improving health outcomes and fostering a robust community environment. My community assessment reveals a predominately Hispanic population whose cultural context significantly influences health beliefs and values. Traditional values emphasize familial relationships and community ties, substantiating the importance of collective health improvement initiatives (Cunradi et al., 2020). The community actively engages in health promotion activities, illustrated through local health fairs and participation in vaccination drives, which reflect a commitment to public health. Additionally, churches provide spiritual support and serve as venues for health education workshops, demonstrating how spiritual beliefs positively influence health behaviors (McClain et al., 2021).
In examining prevalent health problems, data from the CDC (2022) indicate that obesity rates among adults in this community stand at 43%, exceeding the national average. Concerns related to inadequate access to nutritious food and the high density of fast-food outlets contribute significantly to this statistic (Sanchez-Vaznaugh et al., 2019). Among institutional efforts, the establishment of local farmer's markets has begun addressing food accessibility, promoting healthier eating habits (Wiggins, 2020). The cooperation between local health departments and community organizations is essential for implementing effective preventive programs, such as the utilization of community health workers to deliver education on nutrition and exercise within the neighborhoods (Gonzalez et al., 2021). Overall, the continual assessment and adaptation of health promotion strategies will be essential in addressing the community's pressing health needs.
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References
1. Cunradi, C. B., Caetano, R., & Clark, W. (2020). Alcohol-related problems, social support, and quality of life in a rural community. Health Psychology, 39(3), 195-202. https://doi.org/10.1037/hea0000920
2. CDC. (2022). Adult obesity facts. Centers for Disease Control and Prevention. https://www.cdc.gov/obesity/data/adult.html
3. Gonzalez, M. A., Naylor, K. R., & Gupta, S. (2021). The role of community health workers in promoting health equity in underserved populations. Journal of Community Health, 46(2), 375-380. https://doi.org/10.1007/s10900-020-00869-3
4. McClain, R. A., Wilkins, T. E., & Moore, A. (2021). Spiritual care and health outcomes in community practice. Journal of Holistic Nursing, 39(1), 37-47. https://doi.org/10.1177/0898010120903612
5. Sanchez-Vaznaugh, E. V., Sanchez, M. A., & Haffner, S. M. (2019). The role of food environments in obesity and health disparities. Social Science & Medicine, 235, 35-42. https://doi.org/10.1016/j.socscimed.2019.06.018
6. Wiggins, S. (2020). Addressing food access and health disparities through community programs: The role of farmer's markets. Public Health Nutrition, 23(1), 120-129. https://doi.org/10.1017/S1368980019000804
When composing your discussion posts, make sure to adjust this template according to your specific community assessment details and findings. Provide responses to classmates that reference their points and expand the discussion with additional insights or studies. Engaging deeply with the course material and demonstrating critical thinking will enhance your professional development and academic success.