Stay away from the use of personal pronouns when writing.<\/u>\u00a0As 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.<\/li>\n<\/ul>\nPlagiarism<\/em><\/p>\n\n- 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.<\/li>\n
- This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.<\/strong><\/li>\n
- Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.<\/li>\n
- Please review your LopesWrite report prior to final submission.<\/li>\n
- Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ\u2019s, posts to your peers, and your papers).<\/em><\/li>\n<\/ul>\n
Plagiarism includes<\/em>:<\/p>\n\n- Representing the ideas, expressions, or materials of another without due credit.<\/li>\n
- Paraphrasing or condensing ideas from another person\u2019s work without proper citation and referencing.<\/li>\n
- Failing to document direct quotations without proper citation and referencing.<\/li>\n
- 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.<\/li>\n
- 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\u2019s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.<\/li>\n
- We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.<\/li>\n<\/ul>\n
LopesWrite<\/em><\/p>\n\n- All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite\u00a0every week.<\/li>\n
- Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite\u00a0are located in the Student Success Center.<\/li>\n<\/ul>\n
Assignment Submissions<\/em><\/p>\n\n- Please note that Microsoft Office is the software requirement at GCU.<\/li>\n
- 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.<\/li>\n
- If you are using a \u201c.wps\u201d 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.<\/li>\n<\/ul>\n
Grade of Incomplete<\/em><\/p>\n\n- 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.<\/li>\n
- 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.<\/li>\n
- 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\u2019s academic and financial repercussions.<\/li>\n<\/ul>\n
Grade Disputes<\/em><\/p>\n\n- If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me\u00a0personally for further clarification<\/u>.<\/li>\n
- 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.<\/li>\n
- However, after we have discussed individual assignments\u2019 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\u00a0formal Grade Grievance procedure<\/u>\u00a0which is outlined in the GCU Catalog and Student Handbook.<\/li>\n<\/ul>\n
HCS 490 Week 2 DQ 1 changing population demographics Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\n| Scholarliness<\/strong><\/p>\n Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\n| Application of Course Knowledge –<\/strong><\/p>\n Demonstrate the ability to analyze, synthesize, and\/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\n| Interactive Dialogue<\/strong><\/p>\n Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n \n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\n| Grammar, Syntax, APA<\/strong><\/p>\n Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\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<\/tr>\n
\n| <\/td>\n | 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\n| Total Participation Requirements<\/strong><\/p>\n per discussion thread<\/em><\/strong><\/td>\n| The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n | <\/td>\n | <\/td>\n | <\/td>\n | The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n | \n| Early Participation Requirement<\/strong><\/p>\n per discussion thread<\/em><\/strong><\/td>\n| The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.<\/td>\n | <\/td>\n | <\/td>\n | <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":" HCS 490 Week 2 DQ 1 changing population demographics HCS 490 Week 2 DQ 1 changing population demographics What effects will changing population demographics have on health care costs and services? Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: HCS 490 Week 2 DQ 1 changing population demographics As […]<\/p>\n","protected":false},"author":9,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-21110","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\n HCS 490 Week 2 DQ 1 changing population demographics - Nursing Assignment Crackers<\/title>\n<meta name=\"description\" content=\"HCS 490 Week 2 DQ 1 changing population demographics-What effects will changing population demographics\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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