Recommend Potential Community Partner Collaborations
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
Recommend Potential Community Partner Collaborations
Collaboration plan is not present.
Collaboration plan is present but does not provide adequate description of how a public health agency and a community-based organization will collaborate to achieve the goal(s) of the health initiative.
Collaboration plan identifies and describes the public health agency and the community-based organization.
Collaboration plan aligns with the needs of the health initiative.
Collaboration plan explains how these organizations will work together to achieve the goal(s) of the health initiative.
Demonstrates the same level of achievement as “2” plus the following:
Collaboration plan describes opportunities and barriers that might impact this collaboration.
Part 5: Logic Model for a Health Initiative
Sub-Competency 5: Create a logic model for a health initiative.
Learning Objective LO 5.1: Logic model graphically reflects the resources, stakeholders, agencies, and organizations (inputs) that will address a health initiative.
Inputs in the logic model graphic are not present.
Inputs are present in the logic model graphic but are not placed in the appropriate sequential order or category.
Inputs are present in the logic model graphic and are in alignment with the rest of the model. Inputs in the graphic demonstrate a logical “if- then” sequence in the logic model.
Demonstrates the same level of achievement as “2” plus the following: Logic model graphic includes an additional label that conveys the relationship of the inputs to steps/phases in the planning model for each logic model entry.
©2014 Walden University 11
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Learning Objective LO 5.2: Logic model graphically reflects specific activities intended to achieve desired outcomes of a health initiative.
Activities are not present in the logic model graphic.
Activities are present in the logic model graphic but are not placed in the appropriate sequential order or category.
Activities are present in the logic model graphic and are in alignment with the rest of the model. Activities in the graphic demonstrate a logical “if- then” sequence in the logic model.
Demonstrates the same level of achievement as “2” plus the following: Logic model graphic includes an additional label that conveys the relationship of the activities to steps/phases in the planning model for each logic model entry.
Learning Objective LO 5.3: Logic model graphically reflects intended outcomes and goal(s) of a health initiative.
Intended outcomes and goal(s) are not present in the logic model graphic.
Intended outcomes and goal(s) may be present in the logic model graphic but are not placed in the appropriate sequential order or category. Outcomes and goals are present in the logic model but do not align with Inputs and Activities.
Intended outcomes are present in the logic model and are placed in the appropriate sequential order or category. Outcomes and goals are present in the logic model and align with Inputs and Activities
Demonstrates the same level of achievement as “2” plus the following: Logic model graphic includes an additional label that conveys the relationship of outcomes to steps/phases in the planning model for each logic model entry.
PS001: Written Communication: Demonstrate graduate-level writing skills.
Professional Skill 1.4: Apply APA style to written work.
APA conventions are not applied.
APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.
APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited
APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited
©2014 Walden University 12
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
appropriately and accurately.
appropriately and accurately.
Professional Skill 1.5: Use appropriate vocabulary and tone for the audience and purpose.
Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.
Vocabulary and tone have limited relevance to the audience.
Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.
Vocabulary and tone are consistently tailored to the audience and effectively and directly support communication of key concepts.
PS005: Critical Thinking and Problem Solving: Use critical-thinking and problem-solving skills to analyze professional issues and inform best practice.
Professional Skill 5.2: Generate reasonable and appropriate assumptions.
Assumptions are missing. Response does not adequately present and discuss key assumptions in an original argument.
Response presents and discusses key assumptions in an original argument.
Response justifies the reasonableness and need for assumptions in an original argument.
Professional Skill 5.4: Use problem-solving skills.
Problems and solutions are not identified.
Response presents solutions, but they are ineffective in addressing the specific problem.
Response presents solutions that are practical and work in addressing the specific problem.
Response presents compelling supporting arguments for proposed solutions.
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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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