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Assignment: Family Assessment Part II Essay

Assignment: Family Assessment Part II Essay

The health and wellbeing of families depend largely on the social and environmental factors in their communities. Social and environmental factors influence the access to and utilization of healthcare services. They act as critical determinants that can either enhance or hinder the utilization of healthcare services and health outcomes of individuals with different health needs. Therefore, this paper explores the social determinants of health, age appropriate screenings and health model that can be utilized to ensure family-centered health promotion for the family interviewed in assessment one.

Social Determinants of Health

Social determinants of health are non-medical factors that play a role in influencing the health outcomes of individuals, families and communities. They mainly refer to the conditions where individuals are born, work, grow, live and age (Hill-Briggs et al., 2021). The assessment with the family showed a number of social determinants that influence its health. One of them is the level of income. Income is a critical determinant of health, as it influences access and affordability of care. Income also influences the affordability of health insurance programs that in turn helps lower the costs of care (Palmer et al., 2019). Income appeared to affect the health status of the family. It affected the family’s affordability of healthy diets, utilization of screening services and treatment services for the different health problems affecting the family members.

The other social determinant of health identified in the family during the interview is education. Education influences the awareness of individuals to healthy lifestyles and behaviors. It influences the uptake of services such as screening and treatment services for health problems. Education also influences other predictors of health and wellbeing such as employment status and level of income (Donkin et al., 2018). The interviewed family had well-educated members. The husband and wife were educated and working while children are in the university. The benefit of education could be seen from their increased utilization of preventive and health promotion services such as screening and treatment of diseases to prevent their progression and worsening of symptoms.

The other social determinant identified in the family is unemployment. While the parents of the family were employed, they experienced a high dependency rate from the other family members (Hill-Briggs et al., 2021). The interview showed that the grandparents and children depend largely on the little income from the parents, which affect their overall health and wellbeing. The high rate of dependency affects affordability of healthcare services as well as healthy diets for the family, hence, its health and wellbeing. The other social determinant identified from the interview is food insecurity. Adequate, healthy food is important for the promotion of the health and wellbeing of families and communities (Palmer et al., 2019). Healthy foods prevent health problems such as obesity and malnutrition in the community. The interviewed family reported that despite having access to healthy foods, affording them was a challenge. As a result, they were predisposed to making unhealthy food choices in some situations, which affects their health and wellbeing.

The last social determinant of health identified from the interview with the family is housing. Safe housing is important for the promotion of health of the families. The housing conditions such as hygiene, aeration and space should promote the health and wellbeing of the occupants. The environment should also be clean to minimize the exposure of the family members to disease causing organisms (Donkin et al., 2018). The interviewed family lives in a healthy environment and housing. As a result, they have minimal exposure to environmental hazards that could predispose them to health problems.

Age Appropriate Screenings

Screening is an important tool utilized for primary prevention. It facilitates early identification and management of potentially life threatening health problems such as obesity, diabetes, heart disease and cancer among others. Each of the family members in the interviewed family has age-appropriate screenings that they need. The appropriate screenings for all the family members irrespective of their ages include weight, blood pressure, blood glucose levels, eye and ear, cholesterol, and skin screenings for pathological lesions. The children require additional screenings that include breast examination, Pap smear, and testicular examinations. The parents require screenings that include pelvic exam, Pap smear, testicular, breast examination, and cholesterol check. The grandparents require screenings that include prostate screening, mammography, full body scan, and colonoscopy.

Health Model

The selected model to guide the plan of action for the interviewed family is health belief model. Health belief model can be utilized to understand and predict the ability of individuals to change their health-related behaviors. The model focuses on transforming the beliefs that individuals have towards their health and health behaviors for them to embrace the needed lifestyle and behavioral modifications. By focusing on influencing factors such as perceived threat to sickness, severity, susceptibility, benefits, and cues to action, healthcare providers can inspire sustained behavioral change among individuals at risk of health problems (Liu et al., 2021). Consequently, it makes the health belief model an effective theory that can be used to achieve sustained positive behavioral change in the family.

Steps for Family-Centered Health Promotion

The health belief model provides insights into the steps that can be utilized to deliver family-centered health promotion. One of the steps is open communication. Open communication among family members and healthcare providers contribute to trust and honesty. It also empowers the vulnerable to embrace positive behaviors that will contribute to their health (Kıssal & Kartal, 2019). The second step is recognizing the importance of the family. Families exist as unique entities with members having interrelated relationships. As a result, the model leverages the need for active involvement of the family members in the exploration of health issues facing them and interventions to prevent and manage them. The other strategy is health education. Health education creates awareness among the family members about the need for lifestyle and behavioral transformation. Through it, family members are empowered to play a proactive role in addressing their health needs. The last strategy from the model is the use of family appropriate interventions to promote their health. The model asserts that the interventions for health promotion should be culturally appropriate and adaptive (Liu et al., 2021). They should be relevant to the actual and potential needs of the family members to enhance their use and promotion of health.

Conclusion

Overall, social determinants of health have critical effect on the health of families. Social determinants of health such as level of education, employment status, and income influence the access to and utilization of care services. The health belief model can be used to promote the desired behaviors in the family. The strategies of the model guide the implementation of sustainable strategies that would enhance the health, wellbeing, and understanding of the family on issues affecting them.

 

 

References

Donkin, A., Goldblatt, P., Allen, J., Nathanson, V., & Marmot, M. (2018). Global action on the social determinants of health. BMJ Global Health, 3(Suppl 1), e000603. https://doi.org/10.1136/bmjgh-2017-000603

Hill-Briggs, F., Adler, N. E., Berkowitz, S. A., Chin, M. H., Gary-Webb, T. L., Navas-Acien, A., Thornton, P. L., & Haire-Joshu, D. (2021). Social Determinants of Health and Diabetes: A Scientific Review. Diabetes Care, 44(1), 258–279. https://doi.org/10.2337/dci20-0053

Kıssal, A., & Kartal, B. (2019). Effects of Health Belief Model-Based Education on Health Beliefs and Breast Self-Examination in Nursing Students. Asia-Pacific Journal of Oncology Nursing, 6(4), 403–410. https://doi.org/10.4103/apjon.apjon_17_19

Liu, C., Chen, X., Huang, M., Xie, Q., Lin, Q., Chen, S., & Shi, D. (2021). Effect of Health Belief Model Education on Increasing Cognition and Self-Care Behaviour among Elderly Women with Malignant Gynaecological Tumours in Fujian, China. Journal of Healthcare Engineering, 2021, e1904752. https://doi.org/10.1155/2021/1904752

Palmer, R. C., Ismond, D., Rodriquez, E. J., & Kaufman, J. S. (2019). Social Determinants of Health: Future Directions for Health Disparities Research. American Journal of Public Health, 109(S1), S70–S71. https://doi.org/10.2105/AJPH.2019.304964

NRS 429V Week 3 Discussion 2

Traditionally, nutrition programs were targeted to the indigent and poor populations in developing countries. Many of today’s Americans are malnourished also, but they are inundated with unhealthy foods and require a multidisciplinary approach to nutrition education. What would be the three most important points to include in a public nutrition program? Provide current literature to support your answer and include two nutritional education community resources.

DQ 3 OLD

Compare and contrast the three different levels of health promotion (primary, secondary, tertiary). Discuss how the levels of prevention help determine educational needs for a patient.

PARDEEP

Re: Topic 3 DQ 2

The Life approach to Health promotion and disease prevention contributes to greater awareness and healthier lifestyle, and subsequently improves health and quality of life. A healthy diet, physical activity, the reduction of stress as well as access to preventive health care contribute to a healthier lifestyle. Preventive measures for all age groups reduce treatment and care cost throughout the life course, particularly in old age. One can distinguish between primary, secondary and Tertiary preventive care.

Primary Prevention– Primary prevention is the protection of health by implementing personal and community wide action such as practices good hand hygiene, adequate nutrition, regular check up or screening tests, proper immunizations, proper physical activity and exercise. This is done by preventive exposures to hazard that cause disease or injury, alternating unhealthy and unsafe behavior leading to disease or injury. Nurse can educate the people to get proper immunization, about hand hygiene practices, proper sanitation.

Secondary Prevention- Encompasses early detection of disease of departures of department from good health and for prompt and effective corrective action. Mainly secondary prevention aims to reduce the impact of disease or injury that has already occurred. This is done by detecting and treating disease or as soon as possible to slow its progress. Example nurse can educate the people for regular mammograms for the women above age oof 50 and colonoscopy for the men above 55years old , papsmear for women after 30years of her age , patient with family history of heart disease can check their Blood pressure regularly at home.

Tertiary Prevention- consists of measures to reduce and eliminate the long term impairments and disabilities, minimize suffering caused by existing departure from good health and promote the patient’s adjustment to irremediable conditions. This is done by helping people manage long term health problems such as stroke patients or patient with arthritis, In this level Nurse can involve the family members in rehabilitation care. Various therapies can be involve in tertiary prevention such as occupational therapy, speech therapy, physical therapy.

Refernce.

Primary, secondary and tertiary prevention. (n.d.). https://www.iwh.on.ca/what-researchers-mean-by/primary-secondary-and-tertiary-prevention

About. (n.d.). Who emro | health promotion and disease prevention through population-based interventions, including action to address social determinants and health inequity | public health functions | about who. http://www.emro.who.int/about-who/public-health-functions/health-promotion-disease-prevention.html

RESPOND HERE

 

 

PATRICK

Re: Topic 3 DQ 2

Primary Health Promotion: Aimed at keeping those healthy people healthy, preventing problems down the line. This can encompass everything from health fairs, exercise programs, encouraging proper diet, vaccinations, washing hands, wearing a mask, to more general public health decisions like helping to pass a law requiring helmets or ban smoking (Falkner, 2018) (IWH, 2015).

Secondary Health Promotion: This level is more individualized and is based in early detection and treatment of a condition, which is where health screenings such as a prostate exam or pap smear come on, like when someone has their annual check up with their primary care physician. Prevention of and/or progression with the help of nurses is key (Falkner, 2018).

Tertiary Health Promotion: The patient has already suffered from an ailment and the goal is now to help them return as close to optimal health as possible, while keeping complications at a minimum. This is the involvement of most hospital level nurses. There may already be permanent changes to the patient’s way of life that the nurse must help educate and acclimate them to with help from the other hospital resources like physical therapy or occupational therapy (Falkner, 2018).

Again, primary is where a person will receive education on a subject or condition they may not necessarily be concerned about but is a preventable with the right effort put into place. If there is a family history of diabetes, the nurse explains how controlling caloric intake, eating nutrients, and not living a sedantary lifestyle will potentially help the patient avoid a diagnosis of diabetes mellitus type 2. At the secondary level, this same patient may be further concerned about DMT2 and after being educated decides it is important to have continious healthcare checkups to check their A1C level and confirm their blood sugar is under control. On the tertiary level, this same patient may be admitted to the hospital with a newly diagnosed DM2 and diabetic ketoacidosis, requiring use an insulin drip. They will need education on their new oral medications during their stay along with demonstration of checking their blood sugar so they are fully prepared to go home.

Falkner, A. (2018). Health Promotion: Health & Wellness Across the Continuum. https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php

IWH Staff (2015). Primary, secondary, and tertiary prevention. https://www.iwh.on.ca/what-researchers-mean-by/primary-secondary-and-tertiary-prevention#:~:text=Primary%20prevention%20aims%20to%20prevent,or%20injury%20should%20exposure%20occur.

RESPOND HERE

 

 

ROBIN

Re: Topic 3 DQ 2

There are three different levels of health promotion, primary, secondary and tertiary. “Primary prevention refers to actions aimed at avoiding the manifestation of a disease” (About, 2018). This would include such things as vaccinations, healthy eating habit or educating on the importance of not smoking. “Secondary prevention aims to reduce the impact of a disease or injury that has already occurred” (Primary, secondary and tertiary prevention | Institute for Work & Health, 2000). In order to do this, it is imperative to detect the problem early on in order to halt the disease process. Secondary prevention would include regular mammograms and pap smears or taking low dose aspirin to prevent a second heart attack or stroke. “Tertiary prevention aims to soften the impact of an ongoing illness or injury that has lasting effects” (Primary, secondary and tertiary prevention | Institute for Work & Health, 2000). This is when the damage is already done and care is aimed at lessening the long term effects of the problem. This would include things like physical or occupational therapy following a stroke or heart attack. The levels of prevention can help determine the educational needs for each patient. For instance you would want to educate young people on the dangers of smoking to include primary prevention in your education. Education of secondary prevention would include teaching women how to give themselves breast exams for early detection of breast cancer. Tertiary prevention education would be aimed at individuals following a stroke on how to rehabilitate themselves.

About. (2018). WHO EMRO | Health promotion and disease prevention through population-based interventions, including action to address social determinants and health inequity | Public health functions | About WHO. Who.Int. http://www.emro.who.int/about-who/public-health-functions/health-promotion-disease-prevention.html

Primary, secondary and tertiary prevention | Institute for Work & Health. (2000). Iwh.on.Ca. https://www.iwh.on.ca/what-researchers-mean-by/primary-secondary-and-tertiary-prevention

 

RESPOND HERE

 

Assignment Family Assessment Part II Essay

Assignment Family Assessment Part II Essay

Rubric

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Rubric Criteria

Total 150 points

Criterion

1. Unsatisfactory

2. Less than Satisfactory

3. Satisfactory

4. Good

5. Excellent

Thesis Development and Purpose

Thesis Development and Purpose

0 points

Paper lacks any discernible overall purpose or organizing claim.

5.63 points

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

5.93 points

Thesis is apparent and appropriate to purpose.

6.68 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

7.5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

5.63 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

5.93 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

6.68 points

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

7.5 points

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

Documentation of Sources

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

0 points

Sources are not documented.

3.38 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

3.56 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

4.01 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

4.5 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

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

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

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

2.25 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

2.37 points

Template is used, and formatting is correct, although some minor errors may be present.

2.67 points

Template is fully used; There are virtually no errors in formatting style.

3 points

All format elements are correct.

Assessment of Health Model

Assessment of Health Model

0 points

A health model to assist in the creation of a plan of action is not presented. The model chosen is not a health model.

22.5 points

A health model is selected to assist in creating a plan of action. The description of the model is incomplete. It is unclear why the chosen model is best for this family.

23.7 points

A health model is selected and described. A summary of how the model will assist in creating a plan of action is presented. A general overview for why it is best for this family is provided. More rationale and support is required.

26.7 points

A health model is selected and described. A discussion of how the model will assist in creating a plan of action is presented. Reasons for why it is best for this family are provided. Some rationale or support is needed.

30 points

A health model is selected and thoroughly described. A detailed discussion of how the model will assist in creating a plan of action is presented. Reasons for why it is best for this family are clearly outlined. Strong rationale and support are provided to support reasoning.

Argument Logic and Construction

Argument Logic and Construction

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

5.63 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

5.93 points

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

6.68 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

7.5 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

SDOH Affecting Family and Family Health Status

SDOH Affecting Family and Family Health Status

0 points

SDOH affecting family health status, and the direct impact to the family, are not presented.

22.5 points

SDOH affecting family health status are partially presented. SDOH listed are not relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are unclear. There are inaccuracies.

23.7 points

Key SDOH affecting family health status are summarized. The SDOH identified are relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are generally discussed. More support or rationale is needed in some areas.

26.7 points

The overall SDOH affecting family health status are accurately identified and described. The SDOH identified are relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are discussed.

30 points

The SDOH directly affecting family health status are relevant, accurately identified and thoroughly described. The direct impact to the family, and why the factors are prevalent to the family, are discussed in detail. The discussion is well supported and illustrates insight into SDOH and their effect on family health status.

Application of Health Model

Application of Health Model

0 points

Family-centered health promotion using selected health model is omitted.

22.5 points

Steps for a family-centered health promotion are partially presented. The health promotion is not based on the health model. Significant aspects are missing. There are major inaccuracies.

23.7 points

The health model is used to create a general family-centered health promotion. The steps to achieve the desired outcome require more detail to illustrate a clear plan of action. A general plan for communication with the family is presented. More rationale and support is required.

26.7 points

The health model is used to create a relevant family-centered health promotion. The steps to achieve the desired outcome are illustrated. Strategies for communication with the family are presented.

30 points

The health model is used to create a relevant and viable family-centered health promotion. The steps to achieve the desired outcome are described in detail. Appropriate strategies for communication with the family are clearly presented. The health promotion is well-designed and demonstrates an ability to assimilate findings and appropriately apply theoretical knowledge to achieve desired outcomes.

Age-Appropriate Screening Recommendations

Age-Appropriate Screening Recommendations

0 points

Age-appropriate screenings are not presented.

22.5 points

Screenings are presented for some family members. The screenings are not age appropriate. Screenings are not relevant to the information gathered through family health assessment.

23.7 points

Screenings are presented for each family member. Screenings are generally age appropriate, but entirely not relevant based on the information gathered through family health assessment. More rationale and support is required.

26.7 points

Screenings presented for each family member are age appropriate. Screenings are relevant and based on the information gathered through family health assessment. Some minor rationale or support is needed.

30 points

Screenings presented for each family member are age appropriate and highly relevant. Screenings correlate to the information gathered through family health assessment. Strong rationale and support is presented.

 

Avwemorue Nyore

Sat, Apr 13, 8:35 PM (2 days ago)

 

to me

 

 

NRS-429VN NRS-429VN-O503 Family Assessment Part II 150.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 80.0%          
SDOH Affecting Family and Family Health Status 20.0% SDOH affecting family health status, and the direct impact to the family, are not presented. SDOH affecting family health status are partially presented. SDOH listed are not relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are unclear. There are inaccuracies. Key SDOH affecting family health status are summarized. The SDOH identified are relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are generally discussed. More support or rationale is needed in some areas. The overall SDOH affecting family health status are accurately identified and described. The SDOH identified are relevant to the family. The direct impact to the family, and why the factors are prevalent to the family, are discussed. The SDOH directly affecting family health status are relevant, accurately identified and thoroughly described. The direct impact to the family, and why the factors are prevalent to the family, are discussed in detail. The discussion is well supported and illustrates insight into SDOH and their effect on family health status.
Age-Appropriate Screening Recommendations 20.0% Age-appropriate screenings are not presented. Screenings are presented for some family members. The screenings are not age appropriate. Screenings are not relevant to the information gathered through family health assessment. Screenings are presented for each family member. Screenings are generally age appropriate, but entirely not relevant based on the information gathered through family health assessment. More rationale and support is required. Screenings presented for each family member are age appropriate.  Screenings are relevant and based on the information gathered through family health assessment. Some minor rationale or support is needed. Screenings presented for each family member are age appropriate and highly relevant.  Screenings correlate to the information gathered through family health assessment. Strong rationale and support is presented.
Assessment of Health Model 20.0% A health model to assist in the creation of a plan of action is not presented. The model chosen is not a health model. A health model is selected to assist in creating a plan of action. The description of the model is incomplete. It is unclear why the chosen model is best for this family. A health model is selected and described. A summary of how the model will assist in creating a plan of action is presented. A general overview for why it is best for this family is provided. More rationale and support is required. A health model is selected and described. A discussion of how the model will assist in creating a plan of action is presented. Reasons for why it is best for this family are provided. Some rationale or support is needed. A health model is selected and thoroughly described. A detailed discussion of how the model will assist in creating a plan of action is presented. Reasons for why it is best for this family are clearly outlined. Strong rationale and support are provided to support reasoning.
Application of Health Model 20.0% Family-centered health promotion using selected health model is omitted. Steps for a family-centered health promotion are partially presented. The health promotion is not based on the health model. Significant aspects are missing. There are major inaccuracies. The health model is used to create a general family-centered health promotion. The steps to achieve the desired outcome require more detail to illustrate a clear plan of action. A general plan for communication with the family is presented. More rationale and support is required. The health model is used to create a relevant family-centered health promotion. The steps to achieve the desired outcome are illustrated. Strategies for communication with the family are presented. The health model is used to create a relevant and viable family-centered health promotion. The steps to achieve the desired outcome are described in detail. Appropriate strategies for communication with the family are clearly presented. The health promotion is well-designed and demonstrates an ability to assimilate findings and appropriately apply theoretical knowledge to achieve desired outcomes.
Organization and Effectiveness  15.0%          
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
Format 5.0%          
Paper Format  (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%  

 

 

 

 

 

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