{"id":20513,"date":"2023-02-22T11:43:19","date_gmt":"2023-02-22T11:43:19","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=20513"},"modified":"2023-07-25T14:40:36","modified_gmt":"2023-07-25T14:40:36","slug":"soc-313-week-2-assignment-biopsychosocial-paradigm-pie-and-bronfenbrenners-ecological-theory","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/soc-313-week-2-assignment-biopsychosocial-paradigm-pie-and-bronfenbrenners-ecological-theory\/","title":{"rendered":"SOC 313 Week 2 Assignment Biopsychosocial Paradigm, PIE, and Bronfenbrenner\u2019s Ecological Theory"},"content":{"rendered":"

SOC 313 Week 2 Assignment Biopsychosocial Paradigm, PIE, and Bronfenbrenner\u2019s Ecological Theory<\/span><\/h2>\n

SOC 313 Week 2 Assignment Biopsychosocial Paradigm, PIE, and Bronfenbrenner\u2019s Ecological Theory<\/h3>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: SOC 313 Week 2 Assignment Biopsychosocial Paradigm, PIE, and Bronfenbrenner\u2019s Ecological Theory<\/strong><\/a><\/span><\/p>\n

Prior\u00a0to completing this assignment, read Chapter \u00a01 in the text, the articles listed, and review any relevant Instructor\u00a0Guidance. \u00a0You have been asked to speak to an audience on the importance of the social factors<\/a> affecting one\u2019s\u00a0experience of life. For this presentation, create an \u00a0interesting and educational PowerPoint presentation, which\u00a0contains a critical narrative that integrates aspects of the various theories with your individual socioculturalexperiences.<\/p>\n

To begin, create a PowerPoint presentation<\/a> of four to five slides (excluding title and reference slides). Please see\u00a0the following instructions for creating \u00a0your content.<\/p>\n

Choose one of the following theories as your main focus and the lens through which you will compare the\u00a0other two: the biopsychosocial paradigm, person in environment (PIE) perspective, and Bronfenbrenner\u2019s\u00a0ecological theory<\/a>.<\/p>\n

Research each theory fully so that you can effectively synthesize information relevant to these topics.<\/p>\n

Your presentation must include at least three scholarly sources that are cited in APA format as outlined in\u00a0the Ashford Writing Center. For help with finding scholarly resources for your presentation view the\u00a0tutorial on searching for articles from the Ashford \u00a0University Library.<\/p>\n

Provide an initial slide with a summary description of the theory you chose as your main focus. How\u00a0does this theory show that your environment impacts your life? \u00a0Please do not include anything you are\u00a0uncomfortable sharing with your instructor.<\/p>\n

Provide secondary slides with summary descriptions of the other two theories. Be sure to compare each\u00a0theory to the main theory used in your initial slide.<\/p>\n

Incorporate appropriate images, tables, graphs, or other visuals as necessary. Please observe these general guidelines for your visual presentation. This link contains tips for creating effective\u00a0slide presentations.<\/p>\n

Slides should be sequenced and organized clearly.<\/p>\n

Slides should show a clear and logical progression of ideas.<\/p>\n

Slides should include bullet points or short sentences, not dense paragraphs.<\/p>\n

Slides should include relevant visuals such as images, graphs, tables, data summaries, sound and\/or\u00a0animation that enhance understanding of concepts, ideas, and relationships.<\/p>\n

Slides should include appropriately formatted APA citations for all information taken from your\u00a0resources.<\/p>\n

The presentation as a whole should include a consistent theme, format, and font to a ssist with readability.<\/p>\n

Once you have completed your PowerPoint, create a screencast of your presentation using Screenr.com. Include a\u00a0title for your presentation in the description box when you publish your screencast . Refer to the Screenr.com\u00a0Quick-Start Guide for assistance.<\/p>\n

Your presentation time has been limited by your host to between three and five minutes, so you will need to\u00a0incorporate as many characteristics of an effective speaker as you can within this timeframe. These characteristics\u00a0may include \u00a0humor, storytelling, facts, pace, and volume. Since there is no video of the presenter (just the\u00a0presentation itself), you will not have the benefit of body language, so be sure to create a convincing screencast.<\/p>\n

Copy and paste the URL link to your screencast into the title page of your PowerPoint presentation and submit\u00a0your presentation for grading. All sources used within the presentation must be cited properly within the slides\u00a0and included on the required reference slide, which will be the last slide of the PowerPoint presentation. Due to\u00a0the time limit of your presentation, you are not required to speak or read through the title or reference slides.<\/p>\n

However, you must include your reference slide when you submit your PowerPoint presentation.<\/p>\n

Creating the Presentation<\/p>\n

The PowerPoint presentation:<\/p>\n

Must be four to five slides (excluding title and reference slides).<\/p>\n

Must include a title slide with the following:<\/p>\n

o \u00a0Title of the presentation<\/p>\n

o \u00a0Student\u2019s name o \u00a0Course name and number<\/p>\n

o \u00a0Instructor\u2019s name<\/p>\n

o \u00a0Date submitted<\/p>\n

o \u00a0URL for your Screenr.com screencast presentation<\/p>\n

Must begin with a content slide that provides a summary of the main theory as it relates to an experience\u00a0of how environment impacts life. A succinct thesis statement must be present, either in the text \u00a0on the\u00a0slide or clearly stated in the speaker\u2019s voice over for the screencast.<\/p>\n

Must include slide(s) of the two perspectives of how environment impacts human beings.<\/p>\n

Must include example(s) of how the social\/environmental perspective impacts one\u2019s life, using each of\u00a0these three perspectives. Use specific life experiences to demonstrate these impacts (e.g., a child with\u00a0autism and Bronfenbrenner\u2019s ecological theory). Who is affected by this disorder and how?<\/p>\n

Consider\u00a0micro, mezzo, and macro levels.<\/p>\n

Must include images and text that tastefully convey the message \u00a0presented on each slide.<\/p>\n

Must utilize Screenr.com to create a screencast video presentation that presents each slide in more detail.<\/p>\n

Must use at least three scholarly resources.<\/p>\n

Must conform to the screencast time limit of between three and five minutes.<\/p>\n

Must have appropriate in-text citations for all sources in APA style as outlined in the Ashford Writing\u00a0Center.<\/p>\n

Must include a separate reference slide that is formatted according to APA style as outlined in the\u00a0Ashford Writing Center.<\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: SOC 313 Week 2 Assignment Biopsychosocial Paradigm, PIE, and Bronfenbrenner\u2019s Ecological Theory<\/strong><\/a><\/span><\/p>\n

\"SOC
SOC 313 Week 2 Assignment Biopsychosocial Paradigm, PIE, and Bronfenbrenner\u2019s Ecological Theory<\/figcaption><\/figure>\n

SOC 313 Week 2 Assignment Biopsychosocial Paradigm, PIE, and Bronfenbrenner\u2019s Ecological Theory\u00a0 Grading Rubric<\/strong><\/h3>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n100% or highest level of performance<\/strong><\/p>\n

100%<\/strong><\/p>\n

16 points<\/strong><\/td>\n

Very good or high level of performance<\/strong><\/p>\n

88%<\/strong><\/p>\n

14 points<\/strong><\/td>\n

Acceptable level of performance<\/strong><\/p>\n

81%<\/strong><\/p>\n

13 points<\/strong><\/td>\n

Inadequate demonstration of expectations<\/strong><\/p>\n

68%<\/strong><\/p>\n

11 points<\/strong><\/td>\n

Deficient level of performance<\/strong><\/p>\n

56%<\/strong><\/p>\n

9 points<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

Failing level<\/strong><\/p>\n

of performance<\/strong><\/p>\n

55% or less<\/strong><\/p>\n

0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n

\u00a0Total Points Possible= 50 <\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 16 Points<\/strong><\/td>\n\u00a0\u00a0 14 Points<\/strong><\/td>\n13 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 11 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 9 Points<\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0\u00a0 0 Points<\/strong><\/td>\n<\/tr>\n
Scholarliness<\/strong><\/p>\n

Demonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n

Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • 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.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • 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.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • 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.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

Presentation of information is unsatisfactory in one<\/strong> of the following elements:<\/p>\n

    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • 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.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n

    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • 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.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> or more<\/strong> of the following elements<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • 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.*<\/li>\n
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
<\/td>\n\u00a016 Points<\/strong><\/td>\n\u00a014 Points<\/strong><\/td>\n\u00a013 Points<\/strong><\/td>\n11 Points<\/strong><\/td>\n9 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge<\/strong><\/p>\n

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations<\/strong><\/td>\n

Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in the all<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in one <\/strong>of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> of the following elements<\/p>\n
    \n
  • Applies principles, knowledge and information and scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n\u00a010 Points<\/strong><\/td>\n9 Points <\/strong><\/td>\n<\/td>\n<\/td>\n\u00a06 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue <\/strong><\/p>\n

Initial post should be a minimum of 300 words (references do not count toward word count)<\/strong><\/p>\n

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)<\/strong><\/p>\n

Responses are substantive and relate to the topic.<\/strong><\/td>\n

Demonstrated all <\/strong>of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
Demonstrated 3 of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
<\/td>\n<\/td>\nDemonstrated 2 of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
Demonstrated 1 or less of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n8 Points<\/strong><\/td>\n7 Points<\/strong><\/td>\n\u00a06 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA <\/strong><\/p>\n

Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n

The source of information is the APA Manual 6th Edition<\/strong><\/p>\n

Error is defined to be a unique APA error. Same type of error is only counted as one error.<\/strong><\/td>\n

The following was present:<\/p>\n
    \n
  • 0-3 errors in APA format<\/li>\n<\/ul>\n

    AND<\/p>\n

      \n
    • Responses have 0-3 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND<\/p>\n

        \n
      • Writing style is generally clear, focused on topic,and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n
    \n
  • 4-6 errors in APA format.<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 4-5 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is somewhat focused on topic.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n
    \n
  • 7-9 errors in APA format.<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 6-7 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is slightly focused on topic making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

The following was present:<\/p>\n

    \n
  • 10- 12 errors in APA format<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 8-9 grammatical, spelling and punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

The following was present:<\/p>\n

    \n
  • 13 – 15 errors in APA format<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 8-10 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n

        AND\/OR<\/p>\n

          \n
        • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n
    \n
  • 16 to greater errors in APA format.<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have more than 10 grammatical, spelling or punctuation errors.<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style does not facilitate communication<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n0 Points Deducted<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n5 Points Lost<\/strong><\/td>\n<\/tr>\n
Participation<\/strong><\/p>\n

Requirements <\/strong><\/td>\n

Demonstrated the following:<\/p>\n
    \n
  • Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\nFailed to demonstrate the following:<\/p>\n
    \n
  • Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n0 Points Lost<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n5 Points Lost<\/strong><\/td>\n<\/tr>\n
Due Date Requirements<\/strong><\/td>\nDemonstrated all <\/strong>of the following:<\/p>\n
    \n
  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\n

    A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. <\/strong><\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\nDemonstrates one<\/strong> or less<\/strong> of the following.<\/p>\n