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  • [Solved] week three asi please do feedback

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    Executive Solution Overview

    Designing a valid and reliable self-esteem measure is a multifaceted, dynamic process that requires careful data collection, item selection, and continuous evaluation to ensure the tool's efficacy and effectiveness. This process must involve an iterative approach, adjusting and refining the measure …

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    Assignment Prompt & Instructions

    Designing a valid and reliable self-esteem measure is a multifaceted, dynamic process that requires careful data collection, item selection, and continuous evaluation to ensure the tool's efficacy and effectiveness. This process must involve an iterative approach, adjusting and refining the measure through multiple stages of testing and feedback. Drawing upon frameworks from design evaluation, co-design, and design methods, as seen in the works of Peters et al. (2024), Parry et al. (2018), and Cash et al. (2023), this discussion will explore strategies for determining the items to retain, testing reliability and validating the self-esteem instrument.

    **Item Generation and Stakeholder Involvement**

    The first stage in data collection involves item generation, informed by theoretical concepts of self-esteem and existing empirical evidence. This phase mirrors the co-design framework outlined by Peters et al. (2024), which emphasizes the importance of stakeholder involvement throughout the process. By engaging consumers, healthcare professionals, and researchers, we can ensure that the items reflect diverse perspectives on self-esteem. A collaborative, stakeholder-driven approach ensures that the measure is relevant, contextually appropriate, and sensitive to the needs of the target population.

    **Testing Reliability: Ensuring Consistency and Stability**

    Once a preliminary set of items is developed, reliability testing must follow. Cash et al. (2023) argue that methods should be evaluated for their internal coherence and interaction between the content and the user. The self-esteem measure could involve pilot testing with a representative sample, followed by statistical analysis to check internal consistency (e.g., Cronbach’s alpha) and test-retest reliability to ensure stability across time. Qualitative and quantitative feedback should be gathered to refine the measure, as these evaluations help identify any areas of misalignment or inconsistencies (Parry et al., 2018). Feedback loops are critical to ensuring the measure’s reliability and it is the ability to provide consistent results across different settings and populations.

    **Validation: Ensuring Construct and Content Validity**

    Validation is the next critical stage, involving both content and construct validity. Construct validity ensures that the measure accurately captures the self-esteem construct, and content validity ensures the items are comprehensive and representative. The Co-Design Evaluation Framework (Peters et al., 2024) provides valuable insight here by proposing an iterative process that spans from prospective planning to retrospective review. This approach can guide the development of a self-esteem measure by ensuring that feedback loops are integrated throughout, refining the measure based on ongoing stakeholder input and evidence. Additionally, Parry et al. (2018) offer practical guidance on the importance of iterative, context-specific evaluation designs that evolve alongside the initiative. This ensures that the self-esteem measure is continuously validated in real-world settings, making it adaptable and sensitive to changes in the population or context.

    **Conclusion: Implications, Limitations, and Future Directions**

    In conclusion, the development of a self-esteem measure should follow a structured, iterative process that integrates multiple stages of item selection, reliability testing, and validation. Using frameworks from design evaluation and co-design (Peters et al., 2024; Parry et al., 2018; Cash et al., 2023) helps ensure the instrument’s validity and reliability. However, challenges such as sample bias, measurement errors, and evolving conceptualizations of self-esteem may arise, requiring ongoing revision and refinement of the measure. Despite these challenges, the implications of using a well-validated measure are significant, as it can lead to more accurate assessments of self-esteem in research and clinical contexts. Future studies should continue to refine data collection methods and explore new ways to evaluate the effectiveness of self-esteem measures across diverse populations.

    **References**

    Cash, P., Daalhuizen, J., & Hekkert, P. (2023). Evaluating the efficacy and effectiveness

    of design methods: A systematic review and assessment framework. _Design Studies_, 1012

    – 2 years ago

  • [Solved] I need help with home work

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    Executive Solution Overview

    I need help with homework – 2 years ago **files (2)** – ## Week6assigment.docx – ## RubricCriteriaandRequireReferencesforweek6assignment.docx **## Week6assigment.docx** **Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully…

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    Assignment Prompt & Instructions

    I need help with homework

    – 2 years ago

    **files (2)**

    – ## Week6assigment.docx

    – ## RubricCriteriaandRequireReferencesforweek6assignment.docx

    **## Week6assigment.docx**

    **Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
    **_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.

    ·
    **Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
    **_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.

    ·
    **References:**
    **_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.

    ·
    **Helpful Resources**: The GCU library is located at
    [https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
    [https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
    [https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
    [www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.

    Requires Lopeswrite

    Assessment Description

    As part of a collaborative team, other teachers will likely reach out to you for ideas, support, and guidance when they have struggling or at-risk students. It is helpful to provide them with guiding questions to gain the necessary information, identify evidence-based research, and provide targeted strategies for specific needs all while communicating in a professional and respectful manner.

    Imagine you are part of a K-3 PLC team and your colleagues come to you seeking instructional advice. Some of your colleagues are asking for your input on how to support students' struggling with specific literacy skills. Write a 150-250 word response to each scenario that includes the following information:

    · Describe at least two effective instructional practices based on the Science of Reading.

    · Provide ideas for one short-term and one long-term literacy goal for each student.

    · Create at least one follow-up question you could ask the teacher while providing advice.

    · Identify any other professionals the teacher could collaborate with in the school or community to support the students who are struggling with reading.

    **Scenario 1**: One of the second-grade teachers has a student who has been receiving small group instruction in phonics. When progress was monitored last week, the student’s accuracy score dropped 7 points. In reviewing the errors, the teachers noticed he is missing vowel teams, which has been the focus of the small group instruction. What additional ideas and strategies can you provide the teacher to support this individual student?

    **Scenario 2**: As the end of the year approaches, one of the kindergarten teachers has a small group of students that has not mastered the skill of recognizing rhyming words. The students can produce word families, but when given two words they are not able to recognize if they rhyme or not. What strategies can you provide the teacher to help this small group of students master the skill?

    **Scenario 3**: A third-grade teacher has a student who is a fast and accurate reader. She can answer multiple-choice questions but cannot retell them on her own. When asked to retell, she stares at the teacher with a blank face. How can the teacher support her in further developing her comprehension skills?

    **Scenario 4:** A first-grade teacher has a student who has been identified as having dyslexia. She reads very slowly, often making many mistakes. How can the teacher support her in further developing her fluency?

    Support this assignment with a minimum of three scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide located in the Student Success Center.

    This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.

    **## RubricCriteriaandRequireReferencesforweek6assignment.docx**

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Scenario 1**

    12 points

    **Criteria Description**

    Scenario 1

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. The follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Scenario 2**

    12 points

    **Criteria Description**

    Scenario 2

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Scenario 3**

    12 points

    **Criteria Description**

    Scenario 3

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Scenario 4**

    12 points

    **Criteria Description**

    Scenario 4

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    6 points

    **Criteria Description**

    Organization

    **5. Target**

    6 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    5.22 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    3 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    3 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    2.61 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    3 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    3 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    2.61 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    Required References

    **Creating Literacy Instruction for All Students**

    **Required**

    Gunning, T. G. (2024).
    _Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13:  9780138161637

    Accommodating Students with Dyslexia in All Classroom Settings

    **Required**

    Read “Accommodating Students with Dyslexia in All Classroom Settings,” located on the Reading Rockets website.

    https://www.readingrockets.org/topics/dyslexia/articles/accommodating-students-dyslexia-all-classroom-settings

    Accommodations for Students with Dyslexia

    **Required**

    Read “Accommodations for Students with Dyslexia,” located on the International Dyslexia Association website.

    https://dyslexiaida.org/accommodations-for-students-with-dyslexia/

    Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties

    **Required**

    Read “Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties,” by Wanzek, from

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=154646606&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Motivating Reluctant Readers

    **Required**

    Explore “Motivating Reluctant Readers,” located on the Education World website.

    https://www.educationworld.com/a_curr/strategy/strategy051.shtml

    Best Practices in Reading Instruction for Students with Dyslexia

    **Required**

    Read “Best Practices in Reading Instruction for Students with Dyslexia,” by Jiban, located on the NWEA website (2021).

    https://www.nwea.org/blog/2021/best-practices-in-reading-instruction-for-students-with-dyslexia/

    Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties

    **Required**

    Read “Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties,” by Logan and Kieffer, f

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=154646611&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Supporting ELLs in the Mainstream Classroom: Reading Instruction

    **Required**

    Read “Supporting ELLs in the Mainstream Classroom: Reading Instruction,” located on the Reading Rockets website.

    https://www.readingrockets.org/topics/curriculum-and-instruction/articles/supporting-ells-mainstream-classroom-reading-instruction

    Creating Shared Language for Collaboration in RTI

    **Required**

    Read “Creating Shared Language for Collaboration in RTI,” by Ehren et al., located on the RTI Action Network website.

    http://www.rtinetwork.org/getstart

    **## RubricCriteriaandRequireReferencesforweek6assignment.docx**

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Scenario 1**

    12 points

    **Criteria Description**

    Scenario 1

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. The follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Scenario 2**

    12 points

    **Criteria Description**

    Scenario 2

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Scenario 3**

    12 points

    **Criteria Description**

    Scenario 3

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Scenario 4**

    12 points

    **Criteria Description**

    Scenario 4

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    6 points

    **Criteria Description**

    Organization

    **5. Target**

    6 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    5.22 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    3 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    3 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    2.61 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    3 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    3 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    2.61 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    Required References

    **Creating Literacy Instruction for All Students**

    **Required**

    Gunning, T. G. (2024).
    _Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13:  9780138161637

    Accommodating Students with Dyslexia in All Classroom Settings

    **Required**

    Read “Accommodating Students with Dyslexia in All Classroom Settings,” located on the Reading Rockets website.

    https://www.readingrockets.org/topics/dyslexia/articles/accommodating-students-dyslexia-all-classroom-settings

    Accommodations for Students with Dyslexia

    **Required**

    Read “Accommodations for Students with Dyslexia,” located on the International Dyslexia Association website.

    https://dyslexiaida.org/accommodations-for-students-with-dyslexia/

    Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties

    **Required**

    Read “Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties,” by Wanzek, from

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=154646606&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Motivating Reluctant Readers

    **Required**

    Explore “Motivating Reluctant Readers,” located on the Education World website.

    https://www.educationworld.com/a_curr/strategy/strategy051.shtml

    Best Practices in Reading Instruction for Students with Dyslexia

    **Required**

    Read “Best Practices in Reading Instruction for Students with Dyslexia,” by Jiban, located on the NWEA website (2021).

    https://www.nwea.org/blog/2021/best-practices-in-reading-instruction-for-students-with-dyslexia/

    Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties

    **Required**

    Read “Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties,” by Logan and Kieffer, f

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=154646611&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Supporting ELLs in the Mainstream Classroom: Reading Instruction

    **Required**

    Read “Supporting ELLs in the Mainstream Classroom: Reading Instruction,” located on the Reading Rockets website.

    https://www.readingrockets.org/topics/curriculum-and-instruction/articles/supporting-ells-mainstream-classroom-reading-instruction

    Creating Shared Language for Collaboration in RTI

    **Required**

    Read “Creating Shared Language for Collaboration in RTI,” by Ehren et al., located on the RTI Action Network website.

    http://www.rtinetwork.org/getstart

    **## Week6assigment.docx**

    **Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
    **_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.

    ·
    **Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
    **_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.

    ·
    **References:**
    **_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.

    ·
    **Helpful Resources**: The GCU library is located at
    [https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
    [https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
    [https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
    [www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.

    Requires Lopeswrite

    Assessment Description

    As part of a collaborative team, other teachers will likely reach out to you for ideas, support, and guidance when they have struggling or at-risk students. It is helpful to provide them with guiding questions to gain the necessary information, identify evidence-based research, and provide targeted strategies for specific needs all while communicating in a professional and respectful manner.

    Imagine you are part of a K-3 PLC team and your colleagues come to you seeking instructional advice. Some of your colleagues are asking for your input on how to support students' struggling with specific literacy skills. Write a 150-250 word response to each scenario that includes the following information:

    · Describe at least two effective instructional practices based on the Science of Reading.

    · Provide ideas for one short-term and one long-term literacy goal for each student.

    · Create at least one follow-up question you could ask the teacher while providing advice.

    · Identify any other professionals the teacher could collaborate with in the school or community to support the students who are struggling with reading.

    **Scenario 1**: One of the second-grade teachers has a student who has been receiving small group instruction in phonics. When progress was monitored last week, the student’s accuracy score dropped 7 points. In reviewing the errors, the teachers noticed he is missing vowel teams, which has been the focus of the small group instruction. What additional ideas and strategies can you provide the teacher to support this individual student?

    **Scenario 2**: As the end of the year approaches, one of the kindergarten teachers has a small group of students that has not mastered the skill of recognizing rhyming words. The students can produce word families, but when given two words they are not able to recognize if they rhyme or not. What strategies can you provide the teacher to help this small group of students master the skill?

    **Scenario 3**: A third-grade teacher has a student who is a fast and accurate reader. She can answer multiple-choice questions but cannot retell them on her own. When asked to retell, she stares at the teacher with a blank face. How can the teacher support her in further developing her comprehension skills?

    **Scenario 4:** A first-grade teacher has a student who has been identified as having dyslexia. She reads very slowly, often making many mistakes. How can the teacher support her in further developing her fluency?

    Support this assignment with a minimum of three scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide located in the Student Success Center.

    This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.

    **## RubricCriteriaandRequireReferencesforweek6assignment.docx**

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Scenario 1**

    12 points

    **Criteria Description**

    Scenario 1

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. The follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Scenario 2**

    12 points

    **Criteria Description**

    Scenario 2

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Scenario 3**

    12 points

    **Criteria Description**

    Scenario 3

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Scenario 4**

    12 points

    **Criteria Description**

    Scenario 4

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    6 points

    **Criteria Description**

    Organization

    **5. Target**

    6 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    5.22 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    3 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    3 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    2.61 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    3 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    3 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    2.61 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    Required References

    **Creating Literacy Instruction for All Students**

    **Required**

    Gunning, T. G. (2024).
    _Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13:  9780138161637

    Accommodating Students with Dyslexia in All Classroom Settings

    **Required**

    Read “Accommodating Students with Dyslexia in All Classroom Settings,” located on the Reading Rockets website.

    https://www.readingrockets.org/topics/dyslexia/articles/accommodating-students-dyslexia-all-classroom-settings

    Accommodations for Students with Dyslexia

    **Required**

    Read “Accommodations for Students with Dyslexia,” located on the International Dyslexia Association website.

    https://dyslexiaida.org/accommodations-for-students-with-dyslexia/

    Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties

    **Required**

    Read “Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties,” by Wanzek, from

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=154646606&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Motivating Reluctant Readers

    **Required**

    Explore “Motivating Reluctant Readers,” located on the Education World website.

    https://www.educationworld.com/a_curr/strategy/strategy051.shtml

    Best Practices in Reading Instruction for Students with Dyslexia

    **Required**

    Read “Best Practices in Reading Instruction for Students with Dyslexia,” by Jiban, located on the NWEA website (2021).

    https://www.nwea.org/blog/2021/best-practices-in-reading-instruction-for-students-with-dyslexia/

    Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties

    **Required**

    Read “Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties,” by Logan and Kieffer, f

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=154646611&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Supporting ELLs in the Mainstream Classroom: Reading Instruction

    **Required**

    Read “Supporting ELLs in the Mainstream Classroom: Reading Instruction,” located on the Reading Rockets website.

    https://www.readingrockets.org/topics/curriculum-and-instruction/articles/supporting-ells-mainstream-classroom-reading-instruction

    Creating Shared Language for Collaboration in RTI

    **Required**

    Read “Creating Shared Language for Collaboration in RTI,” by Ehren et al., located on the RTI Action Network website.

    http://www.rtinetwork.org/getstart

    **## Week6assigment.docx**

    **Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
    **_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.

    ·
    **Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
    **_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.

    ·
    **References:**
    **_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.

    ·
    **Helpful Resources**: The GCU library is located at
    [https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
    [https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
    [https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
    [www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.

    Requires Lopeswrite

    Assessment Description

    As part of a collaborative team, other teachers will likely reach out to you for ideas, support, and guidance when they have struggling or at-risk students. It is helpful to provide them with guiding questions to gain the necessary information, identify evidence-based research, and provide targeted strategies for specific needs all while communicating in a professional and respectful manner.

    Imagine you are part of a K-3 PLC team and your colleagues come to you seeking instructional advice. Some of your colleagues are asking for your input on how to support students' struggling with specific literacy skills. Write a 150-250 word response to each scenario that includes the following information:

    · Describe at least two effective instructional practices based on the Science of Reading.

    · Provide ideas for one short-term and one long-term literacy goal for each student.

    · Create at least one follow-up question you could ask the teacher while providing advice.

    · Identify any other professionals the teacher could collaborate with in the school or community to support the students who are struggling with reading.

    **Scenario 1**: One of the second-grade teachers has a student who has been receiving small group instruction in phonics. When progress was monitored last week, the student’s accuracy score dropped 7 points. In reviewing the errors, the teachers noticed he is missing vowel teams, which has been the focus of the small group instruction. What additional ideas and strategies can you provide the teacher to support this individual student?

    **Scenario 2**: As the end of the year approaches, one of the kindergarten teachers has a small group of students that has not mastered the skill of recognizing rhyming words. The students can produce word families, but when given two words they are not able to recognize if they rhyme or not. What strategies can you provide the teacher to help this small group of students master the skill?

    **Scenario 3**: A third-grade teacher has a student who is a fast and accurate reader. She can answer multiple-choice questions but cannot retell them on her own. When asked to retell, she stares at the teacher with a blank face. How can the teacher support her in further developing her comprehension skills?

    **Scenario 4:** A first-grade teacher has a student who has been identified as having dyslexia. She reads very slowly, often making many mistakes. How can the teacher support her in further developing her fluency?

    Support this assignment with a minimum of three scholarly resources.

    While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide located in the Student Success Center.

    This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.

    **## RubricCriteriaandRequireReferencesforweek6assignment.docx**

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Scenario 1**

    12 points

    **Criteria Description**

    Scenario 1

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. The follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Scenario 2**

    12 points

    **Criteria Description**

    Scenario 2

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Scenario 3**

    12 points

    **Criteria Description**

    Scenario 3

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Scenario 4**

    12 points

    **Criteria Description**

    Scenario 4

    **5. Target**

    12 points

    Instructional practices based on the Science of Reading substantially support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are ideal. Follow-up question for the teacher in the scenario is thoughtful. Other professionals that the teacher in the scenario can collaborate with are realistic.

    **4. Acceptable**

    10.44 points

    Instructional practices based on the Science of Reading successfully support the student in the scenario. Short-term and long-term literacy goals for the student in the scenario are suitable. Follow-up question for the teacher in the scenario is solid. Other professionals that the teacher in the scenario can collaborate with are reasonable.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    6 points

    **Criteria Description**

    Organization

    **5. Target**

    6 points

    The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.

    **4. Acceptable**

    5.22 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    3 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    3 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    2.61 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **No Submission**

    0 points

    Not addressed.

    **Mechanics of Writing**

    3 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    3 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    2.61 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    Required References

    **Creating Literacy Instruction for All Students**

    **Required**

    Gunning, T. G. (2024).
    _Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13:  9780138161637

    Accommodating Students with Dyslexia in All Classroom Settings

    **Required**

    Read “Accommodating Students with Dyslexia in All Classroom Settings,” located on the Reading Rockets website.

    https://www.readingrockets.org/topics/dyslexia/articles/accommodating-students-dyslexia-all-classroom-settings

    Accommodations for Students with Dyslexia

    **Required**

    Read “Accommodations for Students with Dyslexia,” located on the International Dyslexia Association website.

    https://dyslexiaida.org/accommodations-for-students-with-dyslexia/

    Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties

    **Required**

    Read “Developing Strategic Readers: Successful Reading Comprehension for Students with Reading Difficulties,” by Wanzek, from

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=154646606&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Motivating Reluctant Readers

    **Required**

    Explore “Motivating Reluctant Readers,” located on the Education World website.

    https://www.educationworld.com/a_curr/strategy/strategy051.shtml

    Best Practices in Reading Instruction for Students with Dyslexia

    **Required**

    Read “Best Practices in Reading Instruction for Students with Dyslexia,” by Jiban, located on the NWEA website (2021).

    https://www.nwea.org/blog/2021/best-practices-in-reading-instruction-for-students-with-dyslexia/

    Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties

    **Required**

    Read “Demystifying the Language of Text: Instruction for English Learners with Reading Difficulties,” by Logan and Kieffer, f

    … Read More

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=154646611&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    Supporting ELLs in the Mainstream Classroom: Reading Instruction

    **Required**

    Read “Supporting ELLs in the Mainstream Classroom: Reading Instruction,” located on the Reading Rockets website.

    https://www.readingrockets.org/topics/curriculum-and-instruction/articles/supporting-ells-mainstream-classroom-reading-instruction

    Creating Shared Language for Collaboration in RTI

    **Required**

    Read “Creating Shared Language for Collaboration in RTI,” by Ehren et al., located on the RTI Action Network website.

    http://www.rtinetwork.org/getstart

  • [Solved] International Business

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics) please see attachment for instructions – 2 years ago **files (1)** – ## Untitleddocument14.pdf **## Untitleddocument14.pdf** Prompt: Analyze the role of the International Centre for Settlement of Investment Disp…

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics)

    please see attachment for instructions

    – 2 years ago

    **files (1)**

    – ## Untitleddocument14.pdf

    **## Untitleddocument14.pdf**

    Prompt: Analyze the role of the International Centre for Settlement of Investment
    Disputes (ICSID) in facilitating international business. Discuss the strengths and
    weaknesses of ICSID as a forum for resolving investment disputes, and consider its
    impact on the global investment landscape.

    Potential areas to explore in your essay:

    ● The history and purpose of ICSID
    ● The types of disputes that can be brought before ICSID
    ● The procedures and rules governing ICSID proceedings
    ● The strengths of ICSID, such as its independence, impartiality, and expertise
    ● The weaknesses of ICSID, such as its potential for forum shopping and its

    impact on host countries' regulatory autonomy
    ● The impact of ICSID on the global investment landscape, including its

    influence on investment treaty negotiations and its role in promoting investor
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    ● Case studies of notable ICSID cases and their implications for international
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    ● Future trends and challenges facing ICSID and its role in international
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    Possible thesis statements:

    ● ICSID has played a vital role in promoting international investment by
    providing a stable and predictable forum for resolving disputes.

    ● While ICSID offers several advantages, its impact on host countries'
    regulatory autonomy and its potential for forum shopping raise concerns
    about its effectiveness.

    ● The future of ICSID will depend on its ability to adapt to evolving global
    economic and political conditions.

    **## Untitleddocument14.pdf**

    Prompt: Analyze the role of the International Centre for Settlement of Investment
    Disputes (ICSID) in facilitating international business. Discuss the strengths and
    weaknesses of ICSID as a forum for resolving investment disputes, and consider its
    impact on the global investment landscape.

    Potential areas to explore in your essay:

    ● The history and purpose of ICSID
    ● The types of disputes that can be brought before ICSID
    ● The procedures and rules governing ICSID proceedings
    ● The strengths of ICSID, such as its independence, impartiality, and expertise
    ● The weaknesses of ICSID, such as its potential for forum shopping and its

    impact on host countries' regulatory autonomy
    ● The impact of ICSID on the global investment landscape, including its

    influence on investment treaty negotiations and its role in promoting investor
    confidence

    ● Case studies of notable ICSID cases and their implications for international
    business

    ● Future trends and challenges facing ICSID and its role in international
    business

    Possible thesis statements:

    ● ICSID has played a vital role in promoting international investment by
    providing a stable and predictable forum for resolving disputes.

    ● While ICSID offers several advantages, its impact on host countries'
    regulatory autonomy and its potential for forum shopping raise concerns
    about its effectiveness.

    ● The future of ICSID will depend on its ability to adapt to evolving global
    economic and political conditions.

  • [Solved] DB Help

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  • [Solved] Literature Review

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    I attached the instructions – [\ \ IMG_3573.png](https://www.sweetstudy.com/files/img-3573-png-10243319 "IMG_3573.png") – [\ \ IMG_3574.png](https://www.sweetstudy.com/files/img-3574-png-10243321 "IMG_3574.png") – [\ \ IMG_3572.png](https://www.sweetstudy.com/files/img-3572-png-10243323 "IM…

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    I attached the instructions

    – [\
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  • [Solved] research 2

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    attached – 2 years ago **files (2)** – ## vertionofthebook.docx – ## reserch2.docx **## vertionofthebook.docx** [https://www.coursesidekick.com/communications/3447732](https://www.coursesidekick.com/communications/3447732) **## reserch2.docx** Your essay is designed to increase your understanding of…

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    attached

    – 2 years ago

    **files (2)**

    – ## vertionofthebook.docx

    – ## reserch2.docx

    **## vertionofthebook.docx**

    [https://www.coursesidekick.com/communications/3447732](https://www.coursesidekick.com/communications/3447732)

    **## reserch2.docx**

    Your essay is designed to increase your understanding of nonverbal communication in relationships.
    **For this 3-4 page essay, you should choose a real relationship/interaction in your life and evaluate the nonverbal communication using your textbook.** Choose a specific topic reviewed in this class (for example, eye contact) and reflect on the relationship based on the interactions. Make sure to include terminology and theory connections to describe the specific interaction and/or relationship.

    Be sure to use specific details and cite your textbook and/or external sources. This writing assignment should include
    **four** major sections: the
    **Title Page, Abstract, Main Body, and References** (please see
    [Purdue University's APA Style Guide](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    [Links to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) for more information).
    Review the assignment rubric available in the assignment description.

    Essay/Paper Rubric 100 (2021)

    | | | | |
    | — | — | — | — |
    | Essay/Paper Rubric 100 (2021) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning Outcome Content Knowledge | | | | | |
    | — | — | — | — |
    | 40 pts <br>Excellent<br>The essay illustrates exemplary understanding of the course material by thoroughly and correctly identifying and explaining all of the key concepts/ideas | 35 pts <br>Good<br>The essay illustrates solid understanding of the course material by correctly identifying and explaining most of the key concepts/ideas | 30 pts <br>Satisfactory<br>The essay illustrates rudimentary understanding of the course material by identifying some of the key concepts/ideas (though failing to fully or accurately explain many of them) | 20 pts <br>Unacceptable<br>The essay illustrates poor understanding of the course material by failing to identify or inaccurately explaining/defining key concepts/ideas | | 40 pts |
    | This criterion is linked to a Learning Outcome Critical Thinking | | | | | |
    | — | — | — | — |
    | 40 pts <br>Excellent<br>The essay reflects expert critical thinking by making connections between relevant ideas/claims/points | 35 pts <br>Good<br>The essay reflects fairly strong critical thinking by making appropriate connections between some of the key ideas/claims/points | 30 pts <br>Satisfactory<br>The essay reflects basic critical thinking by making a few connections between ideas/claims/points, but ignoring or inaccurately connecting others | 20 pts <br>Unacceptable<br>The essay reflects substandard or poor critical thinking by failing to make connections between ideas/claims/points or doing so inaccurately | | 40 pts |
    | This criterion is linked to a Learning Outcome Written Communication <br>Have a logical organization of ideas and thoughts | | | | | |
    | — | — | — | — |
    | 10 pts <br>Excellent<br>The essay is mostly clear as a result of excellent use of terminology and minimal vagueness | 8.5 pts <br>Good<br>The essay is mostly clear as a result of appropriate use of terminology and minimal vagueness | 7 pts <br>Satisfactory<br>The essay is often unclear and difficult to follow due to some inappropriate terminology and/or vague language | 5.5 pts <br>Unacceptable<br>The essay does not communicate ideas/points clearly due to inappropriate use of terminology and vague language | | 10 pts |
    | This criterion is linked to a Learning Outcome Written Communication <br>Clearly express knowledge in communication and culture in writing | | | | | |
    | — | — | — | — |
    | 10 pts <br>Excellent<br>The essay is clear, and concise as a result of complete sentences, free of spelling errors and uses correct grammar, by following correct formatting style, and falling between the minimum and maximum page requirement. | 8.5 pts <br>Good<br>The essay is clear, and concise as a result of complete sentences, few spelling errors and grammar mistakes, by following correct formatting style with minimal mistakes, and falling between the minimum and maximum page requirement | 7 pts <br>Satisfactory<br>The essay has spelling errors and uses acceptable grammar, by barely following correct formatting style, and does not fall between the minimum and maximum page requirement. | 5.5 pts <br>Unacceptable<br>The essay has no sentence structure, many spelling errors and unacceptable grammar, by not following correct formatting style, and does not fall between the minimum and maximum page requirement. | | 10 pts |

    **## reserch2.docx**

    Your essay is designed to increase your understanding of nonverbal communication in relationships.
    **For this 3-4 page essay, you should choose a real relationship/interaction in your life and evaluate the nonverbal communication using your textbook.** Choose a specific topic reviewed in this class (for example, eye contact) and reflect on the relationship based on the interactions. Make sure to include terminology and theory connections to describe the specific interaction and/or relationship.

    Be sure to use specific details and cite your textbook and/or external sources. This writing assignment should include
    **four** major sections: the
    **Title Page, Abstract, Main Body, and References** (please see
    [Purdue University's APA Style Guide](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    [Links to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) for more information).
    Review the assignment rubric available in the assignment description.

    Essay/Paper Rubric 100 (2021)

    | | | | |
    | — | — | — | — |
    | Essay/Paper Rubric 100 (2021) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning Outcome Content Knowledge | | | | | |
    | — | — | — | — |
    | 40 pts <br>Excellent<br>The essay illustrates exemplary understanding of the course material by thoroughly and correctly identifying and explaining all of the key concepts/ideas | 35 pts <br>Good<br>The essay illustrates solid understanding of the course material by correctly identifying and explaining most of the key concepts/ideas | 30 pts <br>Satisfactory<br>The essay illustrates rudimentary understanding of the course material by identifying some of the key concepts/ideas (though failing to fully or accurately explain many of them) | 20 pts <br>Unacceptable<br>The essay illustrates poor understanding of the course material by failing to identify or inaccurately explaining/defining key concepts/ideas | | 40 pts |
    | This criterion is linked to a Learning Outcome Critical Thinking | | | | | |
    | — | — | — | — |
    | 40 pts <br>Excellent<br>The essay reflects expert critical thinking by making connections between relevant ideas/claims/points | 35 pts <br>Good<br>The essay reflects fairly strong critical thinking by making appropriate connections between some of the key ideas/claims/points | 30 pts <br>Satisfactory<br>The essay reflects basic critical thinking by making a few connections between ideas/claims/points, but ignoring or inaccurately connecting others | 20 pts <br>Unacceptable<br>The essay reflects substandard or poor critical thinking by failing to make connections between ideas/claims/points or doing so inaccurately | | 40 pts |
    | This criterion is linked to a Learning Outcome Written Communication <br>Have a logical organization of ideas and thoughts | | | | | |
    | — | — | — | — |
    | 10 pts <br>Excellent<br>The essay is mostly clear as a result of excellent use of terminology and minimal vagueness | 8.5 pts <br>Good<br>The essay is mostly clear as a result of appropriate use of terminology and minimal vagueness | 7 pts <br>Satisfactory<br>The essay is often unclear and difficult to follow due to some inappropriate terminology and/or vague language | 5.5 pts <br>Unacceptable<br>The essay does not communicate ideas/points clearly due to inappropriate use of terminology and vague language | | 10 pts |
    | This criterion is linked to a Learning Outcome Written Communication <br>Clearly express knowledge in communication and culture in writing | | | | | |
    | — | — | — | — |
    | 10 pts <br>Excellent<br>The essay is clear, and concise as a result of complete sentences, free of spelling errors and uses correct grammar, by following correct formatting style, and falling between the minimum and maximum page requirement. | 8.5 pts <br>Good<br>The essay is clear, and concise as a result of complete sentences, few spelling errors and grammar mistakes, by following correct formatting style with minimal mistakes, and falling between the minimum and maximum page requirement | 7 pts <br>Satisfactory<br>The essay has spelling errors and uses acceptable grammar, by barely following correct formatting style, and does not fall between the minimum and maximum page requirement. | 5.5 pts <br>Unacceptable<br>The essay has no sentence structure, many spelling errors and unacceptable grammar, by not following correct formatting style, and does not fall between the minimum and maximum page requirement. | | 10 pts |

    **## vertionofthebook.docx**

    [https://www.coursesidekick.com/communications/3447732](https://www.coursesidekick.com/communications/3447732)

    **## reserch2.docx**

    Your essay is designed to increase your understanding of nonverbal communication in relationships.
    **For this 3-4 page essay, you should choose a real relationship/interaction in your life and evaluate the nonverbal communication using your textbook.** Choose a specific topic reviewed in this class (for example, eye contact) and reflect on the relationship based on the interactions. Make sure to include terminology and theory connections to describe the specific interaction and/or relationship.

    Be sure to use specific details and cite your textbook and/or external sources. This writing assignment should include
    **four** major sections: the
    **Title Page, Abstract, Main Body, and References** (please see
    [Purdue University's APA Style Guide](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    [Links to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) for more information).
    Review the assignment rubric available in the assignment description.

    Essay/Paper Rubric 100 (2021)

    | | | | |
    | — | — | — | — |
    | Essay/Paper Rubric 100 (2021) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning Outcome Content Knowledge | | | | | |
    | — | — | — | — |
    | 40 pts <br>Excellent<br>The essay illustrates exemplary understanding of the course material by thoroughly and correctly identifying and explaining all of the key concepts/ideas | 35 pts <br>Good<br>The essay illustrates solid understanding of the course material by correctly identifying and explaining most of the key concepts/ideas | 30 pts <br>Satisfactory<br>The essay illustrates rudimentary understanding of the course material by identifying some of the key concepts/ideas (though failing to fully or accurately explain many of them) | 20 pts <br>Unacceptable<br>The essay illustrates poor understanding of the course material by failing to identify or inaccurately explaining/defining key concepts/ideas | | 40 pts |
    | This criterion is linked to a Learning Outcome Critical Thinking | | | | | |
    | — | — | — | — |
    | 40 pts <br>Excellent<br>The essay reflects expert critical thinking by making connections between relevant ideas/claims/points | 35 pts <br>Good<br>The essay reflects fairly strong critical thinking by making appropriate connections between some of the key ideas/claims/points | 30 pts <br>Satisfactory<br>The essay reflects basic critical thinking by making a few connections between ideas/claims/points, but ignoring or inaccurately connecting others | 20 pts <br>Unacceptable<br>The essay reflects substandard or poor critical thinking by failing to make connections between ideas/claims/points or doing so inaccurately | | 40 pts |
    | This criterion is linked to a Learning Outcome Written Communication <br>Have a logical organization of ideas and thoughts | | | | | |
    | — | — | — | — |
    | 10 pts <br>Excellent<br>The essay is mostly clear as a result of excellent use of terminology and minimal vagueness | 8.5 pts <br>Good<br>The essay is mostly clear as a result of appropriate use of terminology and minimal vagueness | 7 pts <br>Satisfactory<br>The essay is often unclear and difficult to follow due to some inappropriate terminology and/or vague language | 5.5 pts <br>Unacceptable<br>The essay does not communicate ideas/points clearly due to inappropriate use of terminology and vague language | | 10 pts |
    | This criterion is linked to a Learning Outcome Written Communication <br>Clearly express knowledge in communication and culture in writing | | | | | |
    | — | — | — | — |
    | 10 pts <br>Excellent<br>The essay is clear, and concise as a result of complete sentences, free of spelling errors and uses correct grammar, by following correct formatting style, and falling between the minimum and maximum page requirement. | 8.5 pts <br>Good<br>The essay is clear, and concise as a result of complete sentences, few spelling errors and grammar mistakes, by following correct formatting style with minimal mistakes, and falling between the minimum and maximum page requirement | 7 pts <br>Satisfactory<br>The essay has spelling errors and uses acceptable grammar, by barely following correct formatting style, and does not fall between the minimum and maximum page requirement. | 5.5 pts <br>Unacceptable<br>The essay has no sentence structure, many spelling errors and unacceptable grammar, by not following correct formatting style, and does not fall between the minimum and maximum page requirement. | | 10 pts |

    **## vertionofthebook.docx**

    [https://www.coursesidekick.com/communications/3447732](https://www.coursesidekick.com/communications/3447732)

    **## reserch2.docx**

    Your essay is designed to increase your understanding of nonverbal communication in relationships.
    **For this 3-4 page essay, you should choose a real relationship/interaction in your life and evaluate the nonverbal communication using your textbook.** Choose a specific topic reviewed in this class (for example, eye contact) and reflect on the relationship based on the interactions. Make sure to include terminology and theory connections to describe the specific interaction and/or relationship.

    Be sure to use specific details and cite your textbook and/or external sources. This writing assignment should include
    **four** major sections: the
    **Title Page, Abstract, Main Body, and References** (please see
    [Purdue University's APA Style Guide](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    [Links to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) for more information).
    Review the assignment rubric available in the assignment description.

    Essay/Paper Rubric 100 (2021)

    | | | | |
    | — | — | — | — |
    | Essay/Paper Rubric 100 (2021) |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning Outcome Content Knowledge | | | | | |
    | — | — | — | — |
    | 40 pts <br>Excellent<br>The essay illustrates exemplary understanding of the course material by thoroughly and correctly identifying and explaining all of the key concepts/ideas | 35 pts <br>Good<br>The essay illustrates solid understanding of the course material by correctly identifying and explaining most of the key concepts/ideas | 30 pts <br>Satisfactory<br>The essay illustrates rudimentary understanding of the course material by identifying some of the key concepts/ideas (though failing to fully or accurately explain many of them) | 20 pts <br>Unacceptable<br>The essay illustrates poor understanding of the course material by failing to identify or inaccurately explaining/defining key concepts/ideas | | 40 pts |
    | This criterion is linked to a Learning Outcome Critical Thinking | | | | | |
    | — | — | — | — |
    | 40 pts <br>Excellent<br>The essay reflects expert critical thinking by making connections between relevant ideas/claims/points | 35 pts <br>Good<br>The essay reflects fairly strong critical thinking by making appropriate connections between some of the key ideas/claims/points | 30 pts <br>Satisfactory<br>The essay reflects basic critical thinking by making a few connections between ideas/claims/points, but ignoring or inaccurately connecting others | 20 pts <br>Unacceptable<br>The essay reflects substandard or poor critical thinking by failing to make connections between ideas/claims/points or doing so inaccurately | | 40 pts |
    | This criterion is linked to a Learning Outcome Written Communication <br>Have a logical organization of ideas and thoughts | | | | | |
    | — | — | — | — |
    | 10 pts <br>Excellent<br>The essay is mostly clear as a result of excellent use of terminology and minimal vagueness | 8.5 pts <br>Good<br>The essay is mostly clear as a result of appropriate use of terminology and minimal vagueness | 7 pts <br>Satisfactory<br>The essay is often unclear and difficult to follow due to some inappropriate terminology and/or vague language | 5.5 pts <br>Unacceptable<br>The essay does not communicate ideas/points clearly due to inappropriate use of terminology and vague language | | 10 pts |
    | This criterion is linked to a Learning Outcome Written Communication <br>Clearly express knowledge in communication and culture in writing | | | | | |
    | — | — | — | — |
    | 10 pts <br>Excellent<br>The essay is clear, and concise as a result of complete sentences, free of spelling errors and uses correct grammar, by following correct formatting style, and falling between the minimum and maximum page requirement. | 8.5 pts <br>Good<br>The essay is clear, and concise as a result of complete sentences, few spelling errors and grammar mistakes, by following correct formatting style with minimal mistakes, and falling between the minimum and maximum page requirement | 7 pts <br>Satisfactory<br>The essay has spelling errors and uses acceptable grammar, by barely following correct formatting style, and does not fall between the minimum and maximum page requirement. | 5.5 pts <br>Unacceptable<br>The essay has no sentence structure, many spelling errors and unacceptable grammar, by not following correct formatting style, and does not fall between the minimum and maximum page requirement. | | 10 pts |

  • [Solved] Response1

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  • [Solved] sheryl

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) – 2 years ago

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    – 2 years ago

  • [Solved] Response

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Response.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.