Select a research article, other than the articles from your assignments, from the GCU library HLT 362

Select a research article, other than the articles from your assignments, from the GCU library HLT 362

Sample Answer for Select a research article, other than the articles from your assignments, from the GCU library HLT 362 Included After Question

Select a research article other than the articles from your assignments from the GCU library HLT 362

Topic 2 DQ 1

Select a research article, other than the articles from your assignments, from the GCU library. Provide an overview of the study and describe the strategy that was used to select the sample from the population. Evaluate the effectiveness of the sampling method selected. Provide support for your answer. Include the article title and permalink in your post.

A Sample Answer For the Assignment: Select a research article, other than the articles from your assignments, from the GCU library HLT 362

Title: Select a research article, other than the articles from your assignments, from the GCU library HLT 362

REPLY TO DISCUSSION

Let’s gather some Sample for Data

Article:

Gwain, G. C., Amu, H., & Bain, L. E. (2022). Improving Employee Mental Health: A Health Facility-Based Study in the United States. FRONTIERS IN PUBLIC HEALTH, 10. https://doi-org.lopes.idm.oclc.org/10.3389/fpubh.2022.895048

The overview of the study:

In this study they will be talking about how to improve employee’s mental health. Mental health is a very serious issue so it’s important that employees have good mental health because mental health is “person condition with their psychological and emotional well being “ so it’s important to try to find ways to improve staff’s mental health actually did you know that according to (the article ) that “in the us over 52.9 million adults lived with mental illness in 2020” well what about now.

Method of research:

The method of research was amazing and is used to gather all 43 employees and finding out what employees are suffering and now to improve it so that the employees don’t become more depressed and have more stress added on because according to (article) “the CDC reports that depression interferes with a person ability to complete physical job tasks about 20% of the time

and reduces performance about 35% of the time”

The sample used:

The sample used in the study was astounding by having all 43 employees complete a patient depression survey and allowing employees to answer the survey honestly and openly without any discomfort regrading hopelessness, isolation, suicide and much more.

 

Select a research article, other than the articles from your assignments, from the GCU library HLT 362 Conclusion:

In this study 43 employees were study to determine how to improve employee’s mental health in the process it shows that 30.2% employees were depressed but after developing the who healthy workplace model for employee’s mental health along with health which helps reduce depression as well. A second study showed that suicide rates went down 20% with healthy work practices. Overall I believe that they approach this situation great along with helping find a way to reduces depression.

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Destiny,

Good article about Improving Employee Mental Health!!! You provided 43 employees as samples but the sampling method was missing for this article.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Select a research article, other than the articles from your assignments, from the GCU library HLT 362

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Hi Destiny

It is critical to evaluate research publications in order to determine their strengths and limitations in terms of providing high-quality research information to readers. When presenting data, researchers should not just supply the numbers because this raises the issue of where the data came from in the first place (Abramo & D’Angelo, 2011). In order to increase the credibility of the research, researchers should provide information on the methodologies they utilized to arrive at certain results in every study. Furthermore, the researchers should bring out the constraints of their study as well as the impact that these limitations have on the validity of the data given in the research.

Select a research article, other than the articles from your assignments, from the GCU library HLT 362 Reference

Abramo, G., & D’Angelo, C. A. (2011). Evaluating research: from informed peer review to bibliometrics. Scientometrics, 87(3), 499-514.

 

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Irene Igbinosa

Aug 24, 2022, 10:26 PM

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Summary of the Research Article

Sampling requires the researcher to determine the right type and number of individuals to represent the entire population (Ryan, 2018). The selected research article “Spiritual and Religious Issues of Stigmatization Women with Infertility: A Qualitative Study: Spiritual and Religious Issues of Stigmatization” by Akarsu & Beji in 2021.

The Purpose of the Research

According to the authors, “the purpose of this study is to determine the perceptions of women with infertility on stigma and religious and spiritual issues of stigmatization.”

Method of Research

The method used for this study was the phenomenological method with 12 women with infertility issues who were selected through the criterion sampling method. The phenomenological approach aims to describe, understand and interpret the meanings of experiences of human life. It focuses on research questions such as what it is like to experience a particular situation (Bloor & Wood, 2006).

Sample

The participants were aged between 20 and 39 years. The 12 women were interviewed for about 30-60 minutes and were asked open-ended questions about their reason for infertility, current emotional state, family reactions, general opinions, and effects of the stigmas.

Select a research article, other than the articles from your assignments, from the GCU library HLT 362  Conclusion

In this study, Akarsu & Beji (2021) found that women related their infertility experience to stress and God’s will. In addition, the study showed that the participants had been subjected to others’ pity, stigmatization, and spiritual problems due to their inability to have children. They had suffered from social alienation due to others’ awareness of their infertility struggles. Furthermore, medical professionals stigmatized these women during their infertility treatments.

Evaluation of Sampling

I think that this was a great topic to research because many women have infertility and the shame of not being about to bear children. In my opinion and experience, many women do not talk about infertility because they feel inadequate as a woman, and they blame themselves for not being about to have children. The research sample method was sufficient. However, I believe the researchers should have had a larger sample to conclude about women’s perception of infertility issues. According to Faber & Fonseca (2014), a good selection makes studies more effective. Very few samples compromise a study’s internal and external validity, causing both researchers and clinicians to be misled, potentially leading to treatment failure. I feel that the researchers did not get the correct number of individuals to represent the entire population.

Select a research article, other than the articles from your assignments, from the GCU library HLT 362 Reference:

Bloor, M. & Wood, F. (2006). Phenomenological methods. In Keywords in qualitative methods (pp. 129-130). SAGE Publications Ltd, https://www.doi.org/10.4135/9781849209403

Faber, J., & Fonseca, L. M. (2014). How sample size influences research outcomes. Dental press journal of orthodontics, 19(4), 27–29. https://doi.org/10.1590/2176-9451.19.4.027-029.ebo

Höbek Akarsu, R., & Kızılkaya Beji, N. (2021). Spiritual and Religious Issues of Stigmatization Women with Infertility: A Qualitative Study: Spiritual and Religious Issues of Stigmatization. Journal of Religion and Health, 60(1), 256–267. https://doi- org.lopes.idm.oclc.org/10.1007/s10943-019-00884-w

Ryan, Christina. (2018). Population and Sampling Distributions. Retrieved from:

https://lc.gcumedia.com/hlt362v/applied-statistics-for-health-care/v1.1/#/chapter/2

• CD

Claudia Delgado Lugo

replied toIrene Igbinosa

Aug 25, 2022, 1:43 AM

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Irene,

I continued to do research regarding teenage pregnancy in the United States, and I found some very interesting information. The Centers for Disease Control and Prevention [CDC] (2021) states that in the United States, the teen birth rate has been on the decline since 1991. It was found that teenage birth rates also declined from 2018 to 2019 (CDC, 2021). According to the CDC (2021) there were 17.4 per 1,000 females in 2018, and 16.7 per 1,000 females in 2019. It is stated that the reasons for the declines in teenage pregnancy are unclear, however, evidence suggests that this could be because teens are abstaining from sexual activity and the teens who are sexually active use more birth control than in past years (CDC, 2021). It was also found that in 2019, the birth rates for Hispanic teens (25.3) and non-Hispanic black teens (25.8) were over double the birth rate for non-Hispanic White teens (11.4) (CDC, 2021). The CDC (2021) then stated that in 2019, the highest teenage birth rate of all races/ethnicities was American Indian/Alaska Native, with a rate of 29.2.

Centers for Disease Control and Prevention [CDC]. (2021). About Teen Pregnancy. Centers for Disease Control and Prevention. https://www.cdc.gov/teenpregnancy/about/index.htm.

• BM

Bhavisha Modi

replied toIrene Igbinosa

Aug 25, 2022, 9:44 AM

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Irene,

Good article about Spiritual and Religious Issues of Stigmatization of Women with Infertility!!! You provided 12 women as samples but the sampling method used for your article was missing.

Bhavisha.

• AM

Abosede Morenikeji

replied toIrene Igbinosa

Aug 27, 2022, 8:26 PM

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Understanding research is very important. Because , It will help researcher to understand the process and outcome of a research. Also, the reacher will know the importance of the research.

Sampling is significant in research because the researcher will use it for data collection.

UD

Uloaku Duru

Aug 24, 2022, 9:48 PM

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Article: Variability in catheter associated asymptomatic bacteriuria (CAABU) rates among individual nurses in intensive care units. An observational cross-sectional study. Permalink: https://journals.plos.org/plosone/article/comments?id=10.1371/journal.pone.0218755

The objective of this study was to examine the variability in CAABU-free rates among individual ICU nurses and also to enlighten nursing teams on avoidance strategies of symptomatic bacteriuria, uncover barriers to high infection-prevention performance (Yakusheva O, 2019). According to the study, a shift-level, nurse-patient data from electronic health records within 1 year (July 2015-June 2016) and between two intensive care units was used. An analytical approach was used to estimate and validate the asymptomatic bacteriuria rate. This approach used different patient characteristics, different shifts and ICU types.

In selecting the samples, both patient and nurse were picked. This included patients of 18yrs or older admitted in the ICU with indwelling catheter. This amounted to 2,184 patients- patients who were positive to CAABU before admission were excluded from the selection. About 110 registered nurses working in the ICU were included in the sample.

The analytical approach was effect because evidence of significant variation in CAABU-free outcomes of individual nurse was found. Also, a tendency towards persistently sub-optional outcomes in the lowest CAABU-free quartile was also evident. The core components of CAUTI prevention bundles aim to reduce CAABU by using catheters only if indicated, and ensuring aseptic insertion, appropriate maintenance care, timely catheter removal, and post-removal care (Deb, Vashisht & Arora, 2018).

Select a research article, other than the articles from your assignments, from the GCU library HLT 362 Reference:

Deb.V., Vashisht. V., and Arora.N. (2018). An Analytical Approach to Improve the Effectiveness and to Assess Current Technological Trends & Challenges of Knowledge Management System,” 2018 8th International Conference on Cloud Computing, Data Science & Engineering (Confluence), pp. 14-15, doi: 10.1109/CONFLUENCE.2018.8443037.

Yakusheva O, Lindrooth R, Weiss M. Nurse value-added and patient outcomes in acute care. Health Serv Res. 2019;49(6):1767–86. pmid:25256089 View Article PubMed/NCBI Google Scholar

• BM

Bhavisha Modi

replied toUloaku Duru

Aug 25, 2022, 9:42 AM

Unread

Uloaku,

Good article about Variability in catheter-associated asymptomatic bacteriuria (CAABU) rates among individual nurses in intensive care units!!! You provided 2184 samples but the sampling method was not clear.

Bhavisha.

AM

Abosede Morenikeji

Aug 24, 2022, 4:56 PM(edited)

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The research article selected is about the impact of emergency department patient-controlled analgesia (PCA) on the incidence of chronic pain following trauma and non-traumatic abdominal pain. According to Rockett, et al., 2018, an opportunistic observational study design was used to study individuals with traumatic injuries or abdominal pain, 6 months after hospital admission via the emergency department. In the research, 141 patients were randomly selected for study, using postal questionnaires (Rockett, et al., 2018). In random sample collection, every member of the population has the chance of been selected.

According to the research, there were no statistically significant associations between persistent pain and analgesic modality during hospital admission (Rockett, et al., 2018).

Furthermore, across both abdominal pain and traumatic injury groups, participants with persistent pain had lower mobility scores, worse overall health and higher anxiety and depression scores (Rockett, et al., 2018). In the abdominal pain group, 13 out of 50 (26%) patients using patient-controlled analgesia developed persistent pain vs 11 out of 27 (41%) of those with usual treatment (Rockett, et al., 2018).

Participants presenting with trauma were more likely to develop persistent pain than those presenting with abdominal pain, 45 out of 64 (70%) vs. 24 out of 77 (31%) (Rockett, et al., 2018).

 

The researchers also observe that acute pain scores at the time of hospital admission were higher in participants who developed persistent pain, for traumatic pain, 25 out of 35 (71%) patients given patient-controlled analgesia developed persistent pain vs 20 out of 29 (69%) patients with usual treatment (Rockett, et al., 2018). The researchers concluded that persistent pain is common 6 months after hospital admission, especially following trauma. According to their findings, they suggested that it may be possible to reduce persistent pain among patients with abdominal pain by delivering better pain management.

 

The study sample was drawn from participants enrolled in the pain solutions in the emergency setting study. The Participants were adults less than 75years of age, presenting to the emergency department with either traumatic injury or non‐traumatic abdominal pain requiring intravenous opioid analgesia and hospital admission.

 

The sample selected is effected in relation to the study, even though the opinion were different per person, however, they were able to deduce the effect of PCA and traumatic pain. Observational studies that was used is an observational study that observe and measure specific characteristics, but may not attempt to modify the subject being studied (Grand Canyon University, 2018).

 

 

 

 

Grand Canyon University, (2018). Introduction and descriptive statistics. Retrieved from https://halo.gcu.edu/resource/90fd0b4c-168f-4b32-89ca-5c26956be0be

 

Rockett, M., Creanor, S.,& Squire, S. et al., (2018). The impact of emergency department patient-controlled analgesia (PCA) on the incidence of chronic pain following trauma and non-traumatic abdominal pain. Retrieved from https://pubmed-ncbi-nlm-nih-gov.lopes.idm.oclc.org/30367688/#:~:

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

• It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
• All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

• My office hours vary so feel free to shoot me an email at Kelly.[email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
• Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
• I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forum I will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

• I do not mark off for late DQ’s.
•  I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
• I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
• Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

• Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
• Any activity or assignment submitted after the due date will be subject to GCU’s late policy
• Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
• No assignments can be accepted for grading after midnight on the final day of class.
• All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

• Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
• Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
• It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
• A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do not meet the active engagement expectation.
• Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
• I do expect outside sources as well as class materials to formulate your post.
• APA format is not necessary for DQ responses, but I do expect a proper citation for references.
• Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
• I will not accept responses that are from Wikipedia, Business dictionary.com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
• Stay away from the use of personal pronouns when writing. As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

• Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
• This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
• Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
• Please review your LopesWrite report prior to final submission.
• Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

• Representing the ideas, expressions, or materials of another without due credit.
• Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
• Failing to document direct quotations without proper citation and referencing.
• Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
• If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
• We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

• All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
• Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

• Please note that Microsoft Office is the software requirement at GCU.
• I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
• If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

• The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
• The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
• Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

• If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me personally for further clarification.
• While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
• However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedure which is outlined in the GCU Catalog and Student Handbook.

 

Select a research article, other than the articles from your assignments, from the GCU library HLT 362 Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.