CHS 305 Interdisciplinary Team Work Essay Assignment
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
CHS 305 Interdisciplinary Team Work Essay Assignment
Assignment #2
APA requirements (be sure to download d2l APA resources to guide your in-text citing and reference page formatting):
Activity #1 – one in-text citation, included in properly formatted reference page
Activity #2 – one in-text citation, included in properly formatted reference page
Activity #1:
Read this article:Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work (on d2l).
Given what you have learned about interdisciplinary team work (IDT), provide your interpretation of what an IDT is and what is required for a successful IDT. Discuss what your intended career might be in the helping professions, what people/groups you will serve, and what other professions might be included in your IDT.
Write your focused paragraph here, with in-text citation:
Activity #2:
Navigate to the Institute for Health’s “The Conversation Project” and familiarize yourself with its intent.
Follow this link to download and/or print your “Conversation Starter Kit”.
Read through the Starter Kit, and select one person in your life with whom you would like to have an end-of-life care conversation.
Complete your Starter Kit and keep it in a safe location. This is for your personal use and planning.
Take the next step toward having the conversation.
Write a 1-2 paragraph reflective summary of your thoughts, feelings, perceptions, experience, etc. You do not have to discuss anything that you prefer not to share in an academic setting. However, be specific enough to demonstrate you completed the steps, while articulating your insights, awareness, and critical thought on the topic. Be assured that your privacy is secure, and that you are sincerely supported and valued as you engage in an activity that is uncomfortable for many people . . .which is why The Conversation Project is an essential tool to assist us in navigating conversations centering on end-of-life preferences, issues, and concerns.
Is there anyone that you would like to send this Conversation Project Starter Kit to?If so, please do so.
To earn credit for this activity:
a.Talk to one family member or friend about The Conversation Project.
- Often times, students feel they are ‘too young’ to have The Conversation regarding their own personal decisions. If you’re not ready to do so at this time, have the conversation with a loved one. For example, you may wish to initiate this conversation with an older family member or friend. You may choose to have them complete the Starter Kit, if they haven’t done so already. What are their wishes? Have the conversation with them, regarding their preferences.
- Alternatively, you may wish to have the conversation regarding your wisheswith a loved one.
- Having the conversation may reveal that you and your loved ones disagree. That’s okay. It’s important to simply know this, and to continue talking about it now—not during a medical crisis. Having the conversation isn’t just a one-time thing. It’s the first in a series of conversations over time.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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