Category: Education

[Solved] Education Hospital Application Assignment

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Executive Solution Overview

**files (3)** – ## HospitalApplicationAssignmemtInstructions_.docx – ## HospitalScenario_.pdf – ## Rubric-HospitalApplication_.pdf **## HospitalApplicationAssignmemtInstructions_.docx** ## Hospital Application In a total of 750-1,000 words, respond to the questions located in the Hospital scenar…

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Assignment Prompt & Instructions

**files (3)**

– ## HospitalApplicationAssignmemtInstructions_.docx

– ## HospitalScenario_.pdf

– ## Rubric-HospitalApplication_.pdf

**## HospitalApplicationAssignmemtInstructions_.docx**

## Hospital Application

In a total of
750-1,000 words, respond to the questions located in the Hospital scenario.

2

**## HospitalScenario_.pdf**

HOSPITAL Scenario

Type of care provided

Scenario

Question 1

A hospital is an acute care short-term stay and emergency medical center that also includes medical
departments such as, surgical, obstetrics, infectious disease, radiology, laboratory and mental health.

How would you determine which skills, certifications, and licensure would be effective in retaining the
current nurses? (developing a small group to explore the feasibility of providing more skills development
and training)

Question 2
Is there a direct correlation between additional skills and retention and motivation of the nurses?

Question 3

How would you determine who would be provided the skills development? Are all skills for all nurses
feasible?

You are the administrator of a medium-sized hospital. The Director of Human Resources has been
summoned to an executive team meeting in an effort determine why an unusual number of nursing staff
leaving for other employment. During the discussions, the Director of Nursing provides her thoughts re-
garding why the nurses may be less productive and why some are departing. She states that the primary
reason is salaries/benefits. A charge nurse thinks the reason might be working conditions, especially
involving patient load in the various nursing units. Overall morale is low, which is adversely affecting pro-
ductivity. This has also resulted in some patient quality outcomes discovered by the Continuous Quality
Improvement team.

During the discussion, the Senior Director of Admissions shares some experiences she had with a for-
mer employer–that the nursing staff tended to remain longer with the employer based on good working
conditions, specifically in the area of learning new skills, obtaining additional certifications, licensure, and
cross-training for other areas not usually assigned. She feels that these measures result in higher reten-
tion and patient quality outcomes.

After the meeting, you meet with the Director of Nursing and Human Resources Director, who is also in
charge of all training and development for the hospital. As the administrator, you consider developing
a small group to explore the feasibility of providing more skills development and training to your current
nursing staff. Before implementing this directive, consider the following:

Question 4
How would you determine if additional compensation would be required for trained nurses? How would
you quantitatively determine the cost of this initiative?

**## Rubric-HospitalApplication_.pdf**

Hospital Application – Rubric

Criteria Description

Critical Thinking: Demonstrate the ability to utilize appropriate resources for decision

making.

5. 5: Excellent 10.5 points

Student completely utilizes resources for decision making. Student proposes an

appropriate solution supported with detailed rationale.

4. 4: Good 8.92 points

Student significantly utilizes resources for decision making. Minor details are

needed in recognizing implications for all parties involved, and in supporting

rationale.

3. 3: Satisfactory 7.88 points

Student utilizes appropriate resources for decision making. Student proposes an

appropriate solution in the form of a summary. Moderate details are needed in

recognizing implications for all parties involved, and in supporting rationale.

2. 2: Less Than Satisfactory 6.83 points

Student partially utilizes appropriate resources for decision making. Student

proposes an appropriate solution, but significant rationale is needed.

1. 1: Unsatisfactory 0 points

Student does not utilize appropriate resources for decision making. Solution is

inappropriate and lacks rationale.

Collapse All

Critical Thinking: Demonstrate the ability to utilize appropriate resources for decision

making.
10.5 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

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Criteria Description

Rationale: Provide justification for decisions and action plans, including appropriate

ethical considerations.

5. 5: Excellent 9 points

Student provides complete justification for decisions and action plans, including

appropriate ethical considerations.

4. 4: Good 7.65 points

Student provides significant justification for decisions and action plans, including

appropriate ethical considerations.

3. 3: Satisfactory 6.75 points

Student provides appropriate justification for decisions and action plans, including

appropriate ethical considerations.

2. 2: Less Than Satisfactory 5.85 points

Student provides partial justification for decisions and action plans, including

appropriate ethical considerations.

1. 1: Unsatisfactory 0 points

Student does not provide any justification for decisions and action plans, including

appropriate ethical considerations.

© 2026. Grand Canyon University. All Rights Reserved.

Rationale 9 points

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Criteria Description

Synthesis: Integrate principles, concepts, theories, and ideas presented in the course

content and program of study in a logical manner.

5. 5: Excellent 9 points

Student integrates ideas or course concepts, and synthesis is unique. Synthesis

shows careful planning and attention to how different elements fit together. The

combination of elements is logical and verifiable.

4. 4: Good 7.65 points

Student integrates ideas or course concepts, and combination of elements is logical

or verifiable.

3. 3: Satisfactory 6.75 points

Student integrates ideas or course concepts, but the combination of elements at

times is confusing.

2. 2: Less Than Satisfactory 5.85 points

Student attempts to integrate ideas or course concepts. The combination of

elements is not logical or verifiable.

1. 1: Unsatisfactory 0 points

Student does not successfully integrate ideas or course concepts; or the

combination of elements is not logical or verifiable.

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

Synthesis 9 points

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Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

5. 5: Excellent 1.5 points

The writer is clearly in command of standard written academic English.

4. 4: Good 1.28 points

Prose is largely free of mechanical errors, although a few may be present. The

writer uses a variety of effective sentence structures and figures of speech.

3. 3: Satisfactory 1.13 points

Some mechanical errors or typos are present, but they are not overly distracting to

the reader. Correct and varied sentence structure and audience-appropriate

language are employed.

2. 2: Less Than Satisfactory 0.98 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in

language choice (register) or word choice are present. Sentence structure is correct

but not varied.

1. 1: Unsatisfactory 0 points

Surface errors are pervasive enough that they impede communication of meaning.

Inappropriate word choice or sentence construction is employed.

Total 30 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 1.5 points

© 2026. Grand Canyon University. All Rights Reserved.

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**## Rubric-HospitalApplication_.pdf**

Hospital Application – Rubric

Criteria Description

Critical Thinking: Demonstrate the ability to utilize appropriate resources for decision

making.

5. 5: Excellent 10.5 points

Student completely utilizes resources for decision making. Student proposes an

appropriate solution supported with detailed rationale.

4. 4: Good 8.92 points

Student significantly utilizes resources for decision making. Minor details are

needed in recognizing implications for all parties involved, and in supporting

rationale.

3. 3: Satisfactory 7.88 points

Student utilizes appropriate resources for decision making. Student proposes an

appropriate solution in the form of a summary. Moderate details are needed in

recognizing implications for all parties involved, and in supporting rationale.

2. 2: Less Than Satisfactory 6.83 points

Student partially utilizes appropriate resources for decision making. Student

proposes an appropriate solution, but significant rationale is needed.

1. 1: Unsatisfactory 0 points

Student does not utilize appropriate resources for decision making. Solution is

inappropriate and lacks rationale.

Collapse All

Critical Thinking: Demonstrate the ability to utilize appropriate resources for decision

making.
10.5 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

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[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

Criteria Description

Rationale: Provide justification for decisions and action plans, including appropriate

ethical considerations.

5. 5: Excellent 9 points

Student provides complete justification for decisions and action plans, including

appropriate ethical considerations.

4. 4: Good 7.65 points

Student provides significant justification for decisions and action plans, including

appropriate ethical considerations.

3. 3: Satisfactory 6.75 points

Student provides appropriate justification for decisions and action plans, including

appropriate ethical considerations.

2. 2: Less Than Satisfactory 5.85 points

Student provides partial justification for decisions and action plans, including

appropriate ethical considerations.

1. 1: Unsatisfactory 0 points

Student does not provide any justification for decisions and action plans, including

appropriate ethical considerations.

© 2026. Grand Canyon University. All Rights Reserved.

Rationale 9 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

[https://www.gce.com/](https://www.gce.com/)

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[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

Criteria Description

Synthesis: Integrate principles, concepts, theories, and ideas presented in the course

content and program of study in a logical manner.

5. 5: Excellent 9 points

Student integrates ideas or course concepts, and synthesis is unique. Synthesis

shows careful planning and attention to how different elements fit together. The

combination of elements is logical and verifiable.

4. 4: Good 7.65 points

Student integrates ideas or course concepts, and combination of elements is logical

or verifiable.

3. 3: Satisfactory 6.75 points

Student integrates ideas or course concepts, but the combination of elements at

times is confusing.

2. 2: Less Than Satisfactory 5.85 points

Student attempts to integrate ideas or course concepts. The combination of

elements is not logical or verifiable.

1. 1: Unsatisfactory 0 points

Student does not successfully integrate ideas or course concepts; or the

combination of elements is not logical or verifiable.

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

Synthesis 9 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

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[https://www.gce.com/](https://www.gce.com/)

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

5. 5: Excellent 1.5 points

The writer is clearly in command of standard written academic English.

4. 4: Good 1.28 points

Prose is largely free of mechanical errors, although a few may be present. The

writer uses a variety of effective sentence structures and figures of speech.

3. 3: Satisfactory 1.13 points

Some mechanical errors or typos are present, but they are not overly distracting to

the reader. Correct and varied sentence structure and audience-appropriate

language are employed.

2. 2: Less Than Satisfactory 0.98 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in

language choice (register) or word choice are present. Sentence structure is correct

but not varied.

1. 1: Unsatisfactory 0 points

Surface errors are pervasive enough that they impede communication of meaning.

Inappropriate word choice or sentence construction is employed.

Total 30 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 1.5 points

© 2026. Grand Canyon University. All Rights Reserved.

[https://www.gce.com/](https://www.gce.com/)

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**## HospitalApplicationAssignmemtInstructions_.docx**

## Hospital Application

In a total of
750-1,000 words, respond to the questions located in the Hospital scenario.

2

**## HospitalScenario_.pdf**

HOSPITAL Scenario

Type of care provided

Scenario

Question 1

A hospital is an acute care short-term stay and emergency medical center that also includes medical
departments such as, surgical, obstetrics, infectious disease, radiology, laboratory and mental health.

How would you determine which skills, certifications, and licensure would be effective in retaining the
current nurses? (developing a small group to explore the feasibility of providing more skills development
and training)

Question 2
Is there a direct correlation between additional skills and retention and motivation of the nurses?

Question 3

How would you determine who would be provided the skills development? Are all skills for all nurses
feasible?

You are the administrator of a medium-sized hospital. The Director of Human Resources has been
summoned to an executive team meeting in an effort determine why an unusual number of nursing staff
leaving for other employment. During the discussions, the Director of Nursing provides her thoughts re-
garding why the nurses may be less productive and why some are departing. She states that the primary
reason is salaries/benefits. A charge nurse thinks the reason might be working conditions, especially
involving patient load in the various nursing units. Overall morale is low, which is adversely affecting pro-
ductivity. This has also resulted in some patient quality outcomes discovered by the Continuous Quality
Improvement team.

During the discussion, the Senior Director of Admissions shares some experiences she had with a for-
mer employer–that the nursing staff tended to remain longer with the employer based on good working
conditions, specifically in the area of learning new skills, obtaining additional certifications, licensure, and
cross-training for other areas not usually assigned. She feels that these measures result in higher reten-
tion and patient quality outcomes.

After the meeting, you meet with the Director of Nursing and Human Resources Director, who is also in
charge of all training and development for the hospital. As the administrator, you consider developing
a small group to explore the feasibility of providing more skills development and training to your current
nursing staff. Before implementing this directive, consider the following:

Question 4
How would you determine if additional compensation would be required for trained nurses? How would
you quantitatively determine the cost of this initiative?

**## Rubric-HospitalApplication_.pdf**

Hospital Application – Rubric

Criteria Description

Critical Thinking: Demonstrate the ability to utilize appropriate resources for decision

making.

5. 5: Excellent 10.5 points

Student completely utilizes resources for decision making. Student proposes an

appropriate solution supported with detailed rationale.

4. 4: Good 8.92 points

Student significantly utilizes resources for decision making. Minor details are

needed in recognizing implications for all parties involved, and in supporting

rationale.

3. 3: Satisfactory 7.88 points

Student utilizes appropriate resources for decision making. Student proposes an

appropriate solution in the form of a summary. Moderate details are needed in

recognizing implications for all parties involved, and in supporting rationale.

2. 2: Less Than Satisfactory 6.83 points

Student partially utilizes appropriate resources for decision making. Student

proposes an appropriate solution, but significant rationale is needed.

1. 1: Unsatisfactory 0 points

Student does not utilize appropriate resources for decision making. Solution is

inappropriate and lacks rationale.

Collapse All

Critical Thinking: Demonstrate the ability to utilize appropriate resources for decision

making.
10.5 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

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[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

Criteria Description

Rationale: Provide justification for decisions and action plans, including appropriate

ethical considerations.

5. 5: Excellent 9 points

Student provides complete justification for decisions and action plans, including

appropriate ethical considerations.

4. 4: Good 7.65 points

Student provides significant justification for decisions and action plans, including

appropriate ethical considerations.

3. 3: Satisfactory 6.75 points

Student provides appropriate justification for decisions and action plans, including

appropriate ethical considerations.

2. 2: Less Than Satisfactory 5.85 points

Student provides partial justification for decisions and action plans, including

appropriate ethical considerations.

1. 1: Unsatisfactory 0 points

Student does not provide any justification for decisions and action plans, including

appropriate ethical considerations.

© 2026. Grand Canyon University. All Rights Reserved.

Rationale 9 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

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[https://www.gce.com/](https://www.gce.com/)

Criteria Description

Synthesis: Integrate principles, concepts, theories, and ideas presented in the course

content and program of study in a logical manner.

5. 5: Excellent 9 points

Student integrates ideas or course concepts, and synthesis is unique. Synthesis

shows careful planning and attention to how different elements fit together. The

combination of elements is logical and verifiable.

4. 4: Good 7.65 points

Student integrates ideas or course concepts, and combination of elements is logical

or verifiable.

3. 3: Satisfactory 6.75 points

Student integrates ideas or course concepts, but the combination of elements at

times is confusing.

2. 2: Less Than Satisfactory 5.85 points

Student attempts to integrate ideas or course concepts. The combination of

elements is not logical or verifiable.

1. 1: Unsatisfactory 0 points

Student does not successfully integrate ideas or course concepts; or the

combination of elements is not logical or verifiable.

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

Synthesis 9 points

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[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

5. 5: Excellent 1.5 points

The writer is clearly in command of standard written academic English.

4. 4: Good 1.28 points

Prose is largely free of mechanical errors, although a few may be present. The

writer uses a variety of effective sentence structures and figures of speech.

3. 3: Satisfactory 1.13 points

Some mechanical errors or typos are present, but they are not overly distracting to

the reader. Correct and varied sentence structure and audience-appropriate

language are employed.

2. 2: Less Than Satisfactory 0.98 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in

language choice (register) or word choice are present. Sentence structure is correct

but not varied.

1. 1: Unsatisfactory 0 points

Surface errors are pervasive enough that they impede communication of meaning.

Inappropriate word choice or sentence construction is employed.

Total 30 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 1.5 points

© 2026. Grand Canyon University. All Rights Reserved.

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

**## HospitalApplicationAssignmemtInstructions_.docx**

## Hospital Application

In a total of
750-1,000 words, respond to the questions located in the Hospital scenario.

2

**## HospitalScenario_.pdf**

HOSPITAL Scenario

Type of care provided

Scenario

Question 1

A hospital is an acute care short-term stay and emergency medical center that also includes medical
departments such as, surgical, obstetrics, infectious disease, radiology, laboratory and mental health.

How would you determine which skills, certifications, and licensure would be effective in retaining the
current nurses? (developing a small group to explore the feasibility of providing more skills development
and training)

Question 2
Is there a direct correlation between additional skills and retention and motivation of the nurses?

Question 3

How would you determine who would be provided the skills development? Are all skills for all nurses
feasible?

You are the administrator of a medium-sized hospital. The Director of Human Resources has been
summoned to an executive team meeting in an effort determine why an unusual number of nursing staff
leaving for other employment. During the discussions, the Director of Nursing provides her thoughts re-
garding why the nurses may be less productive and why some are departing. She states that the primary
reason is salaries/benefits. A charge nurse thinks the reason might be working conditions, especially
involving patient load in the various nursing units. Overall morale is low, which is adversely affecting pro-
ductivity. This has also resulted in some patient quality outcomes discovered by the Continuous Quality
Improvement team.

During the discussion, the Senior Director of Admissions shares some experiences she had with a for-
mer employer–that the nursing staff tended to remain longer with the employer based on good working
conditions, specifically in the area of learning new skills, obtaining additional certifications, licensure, and
cross-training for other areas not usually assigned. She feels that these measures result in higher reten-
tion and patient quality outcomes.

After the meeting, you meet with the Director of Nursing and Human Resources Director, who is also in
charge of all training and development for the hospital. As the administrator, you consider developing
a small group to explore the feasibility of providing more skills development and training to your current
nursing staff. Before implementing this directive, consider the following:

Question 4
How would you determine if additional compensation would be required for trained nurses? How would
you quantitatively determine the cost of this initiative?

**## Rubric-HospitalApplication_.pdf**

Hospital Application – Rubric

Criteria Description

Critical Thinking: Demonstrate the ability to utilize appropriate resources for decision

making.

5. 5: Excellent 10.5 points

Student completely utilizes resources for decision making. Student proposes an

appropriate solution supported with detailed rationale.

4. 4: Good 8.92 points

Student significantly utilizes resources for decision making. Minor details are

needed in recognizing implications for all parties involved, and in supporting

rationale.

3. 3: Satisfactory 7.88 points

Student utilizes appropriate resources for decision making. Student proposes an

appropriate solution in the form of a summary. Moderate details are needed in

recognizing implications for all parties involved, and in supporting rationale.

2. 2: Less Than Satisfactory 6.83 points

Student partially utilizes appropriate resources for decision making. Student

proposes an appropriate solution, but significant rationale is needed.

1. 1: Unsatisfactory 0 points

Student does not utilize appropriate resources for decision making. Solution is

inappropriate and lacks rationale.

Collapse All

Critical Thinking: Demonstrate the ability to utilize appropriate resources for decision

making.
10.5 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

Criteria Description

Rationale: Provide justification for decisions and action plans, including appropriate

ethical considerations.

5. 5: Excellent 9 points

Student provides complete justification for decisions and action plans, including

appropriate ethical considerations.

4. 4: Good 7.65 points

Student provides significant justification for decisions and action plans, including

appropriate ethical considerations.

3. 3: Satisfactory 6.75 points

Student provides appropriate justification for decisions and action plans, including

appropriate ethical considerations.

2. 2: Less Than Satisfactory 5.85 points

Student provides partial justification for decisions and action plans, including

appropriate ethical considerations.

1. 1: Unsatisfactory 0 points

Student does not provide any justification for decisions and action plans, including

appropriate ethical considerations.

© 2026. Grand Canyon University. All Rights Reserved.

Rationale 9 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

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[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

Criteria Description

Synthesis: Integrate principles, concepts, theories, and ideas presented in the course

content and program of study in a logical manner.

5. 5: Excellent 9 points

Student integrates ideas or course concepts, and synthesis is unique. Synthesis

shows careful planning and attention to how different elements fit together. The

combination of elements is logical and verifiable.

4. 4: Good 7.65 points

Student integrates ideas or course concepts, and combination of elements is logical

or verifiable.

3. 3: Satisfactory 6.75 points

Student integrates ideas or course concepts, but the combination of elements at

times is confusing.

2. 2: Less Than Satisfactory 5.85 points

Student attempts to integrate ideas or course concepts. The combination of

elements is not logical or verifiable.

1. 1: Unsatisfactory 0 points

Student does not successfully integrate ideas or course concepts; or the

combination of elements is not logical or verifiable.

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

Synthesis 9 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

5. 5: Excellent 1.5 points

The writer is clearly in command of standard written academic English.

4. 4: Good 1.28 points

Prose is largely free of mechanical errors, although a few may be present. The

writer uses a variety of effective sentence structures and figures of speech.

3. 3: Satisfactory 1.13 points

Some mechanical errors or typos are present, but they are not overly distracting to

the reader. Correct and varied sentence structure and audience-appropriate

language are employed.

2. 2: Less Than Satisfactory 0.98 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in

language choice (register) or word choice are present. Sentence structure is correct

but not varied.

1. 1: Unsatisfactory 0 points

Surface errors are pervasive enough that they impede communication of meaning.

Inappropriate word choice or sentence construction is employed.

Total 30 points

© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.© 2026. Grand Canyon University. All Rights Reserved.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 1.5 points

© 2026. Grand Canyon University. All Rights Reserved.

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

[https://www.gce.com/](https://www.gce.com/)

November 6, 2026
[Solved] questions

✓ Verified Academic Solution Available

Executive Solution Overview

Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference Any use of AI will result in automatic 0 Q1 1. Do you think companies should establish corporate social media? Why or why not? 2. Do you think employees should be terminate…

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Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference Any use of AI will result in automatic 0

Q1

1. Do you think companies should establish corporate social media? Why or why not?

2. Do you think employees should be terminated for what they say on social media platforms, whether inside or outside the organization? Explain the reasoning for your opinion.

Q2

Gitlin and Lyons (2015) explored several types of proposal development models. Compare and contrast the models and offer an example of a project that would be best suitable for each type of model. Which model appeals to you the most? Why? Which appeals to you the least? Why?

Q3 (hay)

Discuss what you feel are some of the major challenges facing military families today.

Q4

What does it mean to say that gender is socially constructed? What are the expectations for femininity and masculinity in society? What happens when someone does not meet these expectations? Provide examples of the socializing agents that impact society's beliefs about gender as well.

Q5

Hiring the right people is important to the success and bottom line of an organization. As such, organizations need to develop comprehensive practices for the recruitment and staffing of their organization. In consideration of recruitment and staffing what factors should be considered when developing staffing practices? For instance, we would begin with the description of the job where there is a vacancy. What are other factors should be considered? Provide an example if you can.

Q6

**Primary Question:**

8. The Governor has activated a National Guard Military Police company to supplement law enforcement and security functions within Bobsville. Is this legal? Is this a violation of the Posse Comitatus Act?

9. Does the Patriot Act provide any latitude for indefinite detention of the suspect in custody? If yes, please explain how the Patriot Act would come into play?

10. How would Federalism play out in the current situation?

November 6, 2026
[Solved] unique analysis 3

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Executive Solution Overview

I am a 18 years old african american male You will be conducting an interview of someone from another culture in a few weeks. The reading this week should help you prepare for this up-coming project as you consider elements within intercultural rhetoric. First, find a conversation you are going to a…

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Assignment Prompt & Instructions

I am a 18 years old african american male

You will be conducting an interview of someone from another culture in a few weeks. The reading this week should help you prepare for this up-coming project as you consider elements within intercultural rhetoric.

First, find a conversation you are going to analyze. It needs to be a conversation between two people from different cultures. You can go onto YouTube, you can choose two classmates, or you can select two people from the grocery store. I don’t care who you choose, but they have to clearly be from two different cultures and there needs to be a rhetorical element to it. In other words, they can’t be saying hi and that is it. Maybe the rhetorical element is to buy something, to sit somewhere, to explain something, etc. You are going to listen to their conversation, then make an analysis.

My hope is that you will learn from this exercise that culture can potentially have an impact on the way people will communicate rhetorically (persuasively).

Second, as they are talking, take down notes that you can later apply to the seven “useful guides” You will want to consider the following:

1. What is their history – how well do they appear to know each other?
2. Can you see any cultural style in the way they communicate?
3. Any obvious preconceptions towards the other’s culture?
4. Can you see any evident expectations in their conversation?
5. Does their culture have an impact on the way they try to convince?
6. Can you see any cultural aspects in the way they communicate?
7. Is anything besides words being used to persuade?

Third, write up your findings in your analysis while incorporating the following terms:

Hegemony, epistemology, efficacy, paradigm, skewed, and rhetoric. These six words need to be used correctly and made bold in your analysis to earn full points in this section.

Here is the template you must use to submit your third analysis. Please remove the directions in [ ]

Your name

My name

Class

Date

Title

Two People

[Described the two people you are analyzing and tell how you knew they were from different culture]

Setting

[Describe where did you see this conversation between two people from different cultures take place]

Answered Questions

[Address each of the seven “useful guides” that I have turned into questions Write 2-3 sentences for each number. Include the bold words where best useful]

1.

2.

3.

4.

5.

6.

7.

November 6, 2026
[Solved] Unique

✓ Verified Academic Solution Available

Executive Solution Overview

1. Select a topic relevant to immigration (human rights, health care, voting, housing, etc.). 2. Provide at least three scholarly or otherwise trustworthy sources on your topic and justify your use. How do they help you understand the problem or issue? Why are they good sources? (Remember [Evaluat…

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Assignment Prompt & Instructions

1. Select a topic relevant to immigration (human rights, health care, voting, housing, etc.).

2. Provide at least three scholarly or otherwise trustworthy sources on your topic and justify your use. How do they help you understand the problem or issue? Why are they good sources? (Remember [Evaluating Information Sources Links to an external site.](https://libguides.usc.edu/evaluate/scholarlyarticles))

3. Assess your problem or issue from an interdisciplinary perspective and explain/analyze/interpret how an interdisciplinary approach might help provide new insights or perspectives in solving or helping the problem or issue. I recommend using some of the following concepts to demonstrate your understanding:

**Assumptions:**

Things that are accepted as true or certain. [5]

**Common ground:**

That which is created between conflicting disciplinary insights, assumptions, concepts, or theories and makes integration possible. [6]

**Complexity:**

Having multiple parts that are connected and interact in sometimes unexpected (e.g., nonlinear) ways with each other. [6]

**Critical interdisciplinarity:** Questions disciplinary assumptions and ideological underpinnings. In some cases, it aims to replace the existing structure of knowledge (i.e., the disciplines) and the system of education based upon it. [3]

**Critical pluralism:** Belief that knowledge can be objective but not certain and absolute as dualism assumes. [7]

**Critical reflection:** The process of analyzing, questioning, and reconsidering the activity (cognitive or physical) that you are engaged in. [3]

**Critical thinking:** The capacity to analyze, critique, and assess. [4]

**Insights:** Scholarly contributions to the clear understanding of a complex problem, object, or text. Insights may be found in published books, articles, delivered at scholarly conferences. [3]

**Interdisciplinary perspective taking:** The intellectual capacity to view a complex problem, phenomenon, or behavior from multiple perspectives, including disciplinary ones, to develop a more comprehensive understanding. [5]

**More comprehensive understanding:** A cognitive advancement that results from integrating insights that produces a new whole that would not be possible using single disciplinary means. [9]

**Perspective taking (interdisciplinary):** The intellectual capacity to view a complex problem, phenomenon, or behavior from multiple perspectives, including disciplinary ones, to develop a more comprehensive understanding. [4, 6]

November 6, 2026
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Please see attachment. Do not use any form of AI or it will result in automatic 0 **files (1)** – ## COM200-MidtermEssayAssignment-1.pdf **## COM200-MidtermEssayAssignment-1.pdf** COM 200: Interpersonal Communication Spring 2026 Dr. Tarsha Rogers Assignment Descriptions MIDTERM PAPER First, take the…

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Assignment Prompt & Instructions

Please see attachment. Do not use any form of AI or it will result in automatic 0

**files (1)**

– ## COM200-MidtermEssayAssignment-1.pdf

**## COM200-MidtermEssayAssignment-1.pdf**

COM 200: Interpersonal Communication

Spring 2026

Dr. Tarsha Rogers

Assignment Descriptions

MIDTERM PAPER

First, take the Myers-Briggs Personality Test (free) here:
https://www.16personalities.com/free-personality-test

Assignment Title: Understanding Myself Through the Myers-Briggs Personality
Assessment

Overview

For this midterm assignment, you will analyze the results of your Myers-Briggs
personality assessment. Through a 4-page, MLA-style paper, you will discuss
your personality type, reflect on the insights gained from your results, and
explore how this knowledge will enhance your interpersonal communication
skills in various contexts.

Assignment Requirements

1. Length: 4 pages (not including the Works Cited page).

2. Format: MLA style (including 1-inch margins, double-spacing, and a
readable 12-point font such as Times New Roman).

3.Content:

• Introduction: Introduce the Myers-Briggs Type Indicator (MBTI) and its
relevance to interpersonal communication. Briefly state your
personality type and what it signifies.

• Analysis of Results:
o Describe your personality type (e.g., INFP, ESTJ) and the

[https://www.16personalities.com/free-personality-test](https://www.16personalities.com/free-personality-test)

characteristics associated with it.
o Reflect on whether you agree with the results and how accurately

they represent your personality.
• Communication Style: Discuss how your personality type influences

your communication style. Consider aspects such as:
o Your approach to conflict resolution
o Your preferences in group settings
o Your listening and speaking styles

• Application of Knowledge:
o Analyze how understanding your personality type can benefit

your interactions with others.
o Provide specific examples of how you plan to adapt your

communication strategies based on your results.
o Discuss potential challenges you might face when interacting

with personality types that differ from yours and how you intend
to address these challenges.

• Conclusion: Summarize the key points of your analysis and reinforce
the importance of self-awareness in improving interpersonal
communication.

Guidelines

• Research: Use at least three scholarly sources to support your
analysis of the Myers-Briggs assessment and its implications for
communication. These can include academic articles, books on
personality psychology, or research studies.

• Citations: Make sure to properly cite your sources in MLA format both
in-text and on the Works Cited page.

• Outline: Submit a brief outline of your paper with your final
submission. This outline should include your main points and the
structure of your paper.

• Draft Review: You are encouraged to schedule a draft review with the
instructor during office hours to receive feedback before submitting
the final paper.

\_\_\__________________________________________________________________

Submission

• Due Date: [Insert due date here]
• Format: Submit your paper as a Word document or PDF via Canvas.
• Exam Late Policy: No late submissions for assignments.

Evaluation

Your paper will be graded based on the following criteria:

▪ Clarity and depth of analysis (30%)
▪ Organization and structure (25%)
▪ Use of sources and citations (25%)
▪ Writing quality (grammar, punctuation, spelling) (20%)

\_\_\________________________________________________________________

By understanding your personality through the Myers-Briggs framework, you
will not only gain insights into your own behavior but also enhance your ability
to communicate effectively with others. Use this opportunity to reflect deeply
on your interpersonal skills and how they can be improved through self-
awareness.

**## COM200-MidtermEssayAssignment-1.pdf**

COM 200: Interpersonal Communication

Spring 2026

Dr. Tarsha Rogers

Assignment Descriptions

MIDTERM PAPER

First, take the Myers-Briggs Personality Test (free) here:
https://www.16personalities.com/free-personality-test

Assignment Title: Understanding Myself Through the Myers-Briggs Personality
Assessment

Overview

For this midterm assignment, you will analyze the results of your Myers-Briggs
personality assessment. Through a 4-page, MLA-style paper, you will discuss
your personality type, reflect on the insights gained from your results, and
explore how this knowledge will enhance your interpersonal communication
skills in various contexts.

Assignment Requirements

1. Length: 4 pages (not including the Works Cited page).

2. Format: MLA style (including 1-inch margins, double-spacing, and a
readable 12-point font such as Times New Roman).

3.Content:

• Introduction: Introduce the Myers-Briggs Type Indicator (MBTI) and its
relevance to interpersonal communication. Briefly state your
personality type and what it signifies.

• Analysis of Results:
o Describe your personality type (e.g., INFP, ESTJ) and the

[https://www.16personalities.com/free-personality-test](https://www.16personalities.com/free-personality-test)

characteristics associated with it.
o Reflect on whether you agree with the results and how accurately

they represent your personality.
• Communication Style: Discuss how your personality type influences

your communication style. Consider aspects such as:
o Your approach to conflict resolution
o Your preferences in group settings
o Your listening and speaking styles

• Application of Knowledge:
o Analyze how understanding your personality type can benefit

your interactions with others.
o Provide specific examples of how you plan to adapt your

communication strategies based on your results.
o Discuss potential challenges you might face when interacting

with personality types that differ from yours and how you intend
to address these challenges.

• Conclusion: Summarize the key points of your analysis and reinforce
the importance of self-awareness in improving interpersonal
communication.

Guidelines

• Research: Use at least three scholarly sources to support your
analysis of the Myers-Briggs assessment and its implications for
communication. These can include academic articles, books on
personality psychology, or research studies.

• Citations: Make sure to properly cite your sources in MLA format both
in-text and on the Works Cited page.

• Outline: Submit a brief outline of your paper with your final
submission. This outline should include your main points and the
structure of your paper.

• Draft Review: You are encouraged to schedule a draft review with the
instructor during office hours to receive feedback before submitting
the final paper.

\_\_\__________________________________________________________________

Submission

• Due Date: [Insert due date here]
• Format: Submit your paper as a Word document or PDF via Canvas.
• Exam Late Policy: No late submissions for assignments.

Evaluation

Your paper will be graded based on the following criteria:

▪ Clarity and depth of analysis (30%)
▪ Organization and structure (25%)
▪ Use of sources and citations (25%)
▪ Writing quality (grammar, punctuation, spelling) (20%)

\_\_\________________________________________________________________

By understanding your personality through the Myers-Briggs framework, you
will not only gain insights into your own behavior but also enhance your ability
to communicate effectively with others. Use this opportunity to reflect deeply
on your interpersonal skills and how they can be improved through self-
awareness.

November 6, 2026
[Solved] ty

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachment **files (1)** – ## Lab6ForcesNewtonsLawsII.docx **## Lab6ForcesNewtonsLawsII.docx** **Forces & Newton’s Laws II** **Newton’s Second Law** **Part A: Constant Force with varying Mass** 1. Go to the following website: https://phet.colorado.edu/sims/html/forces-and-motion-basics/l…

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Assignment Prompt & Instructions

Please see attachment

**files (1)**

– ## Lab6ForcesNewtonsLawsII.docx

**## Lab6ForcesNewtonsLawsII.docx**

**Forces & Newton’s Laws II**

**Newton’s Second Law**

**Part A: Constant Force with varying Mass**

1. Go to the following website:

https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

2. Click the “Acceleration” tab at the top of the window.

3. Make sure all of the boxes in the upper right hand corner are checked.

4. Set the Applied Force to 300 N.

5. Place each item listed in Table 2 on the screen.

6. Click Play. Observe and Pause after 2-3 seconds.

7. Record the acceleration a, Sum of the Forces FSum and Friction Force Ff in Table 1

Table 1: Data: Constant Force with varying Mass (2.5 points each)

| | | | | |
| — | — | — | — | — |
| Item | Mass<br>(kg) | Acceleration<br>a (m/s2) | Sum of Forces<br>FSum (N) | Friction Force<br>Ff (N) |
| Child | 40 kg | | | |
| Box | 50 kg | | | |
| Man | 80 kg | | | |
| Water pail | 100 kg | | | |
| Refrigerator | 200 kg | | | |

Observations and Analysis:

Fill in the blank by selecting one of the given options for Question 1. (6 points)

1. At constant force, acceleration varies (directly / inversely) ____________ with mass.

When subjected to the same amount of net external force, a heavier object will experience

(less / greater) ____________ acceleration than a lighter one.

2. What do you observe as the mass increases? (5 points)

**Part B: Constant Mass with varying Force**

1. Now set the mass to 100 kg. Start the applied force at 300 N.

2. Click Play. Pause after 2-3 seconds. Observe and Record the acceleration a, Sum of the

Forces FSum and Friction Force Ff in Table 2.

3. Slowly increment in intervals of 50 N, pausing after 2-3 seconds to record your results.

Table 2: Data: Constant Mass with varying Force (2.5 points each)

| | | | |
| — | — | — | — |
| Applied Force<br>(N) | Acceleration<br>a (m/s2) | Friction Force<br>Ff (N) | Sum of Forces<br>FSum (N) |
| 300N | | | |
| 350N | | | |
| 400N | | | |
| 450N | | | |
| 500N | | | |

Observations and Analysis:

Fill in the blank by selecting one of the given options for Question 3. (9 points)

3. With constant mass, an objects acceleration varies (directly / inversely)_____________with the net external force applied. This means that the acceleration of an object increases as the force

applied is (decreased / increased)_____________, but its acceleration decreases if the force applied is (decreased / increased)_____________.

4. What do you observe about the external force applied and the object’s acceleration? (5 points)

**## Lab6ForcesNewtonsLawsII.docx**

**Forces & Newton’s Laws II**

**Newton’s Second Law**

**Part A: Constant Force with varying Mass**

1. Go to the following website:

https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

2. Click the “Acceleration” tab at the top of the window.

3. Make sure all of the boxes in the upper right hand corner are checked.

4. Set the Applied Force to 300 N.

5. Place each item listed in Table 2 on the screen.

6. Click Play. Observe and Pause after 2-3 seconds.

7. Record the acceleration a, Sum of the Forces FSum and Friction Force Ff in Table 1

Table 1: Data: Constant Force with varying Mass (2.5 points each)

| | | | | |
| — | — | — | — | — |
| Item | Mass<br>(kg) | Acceleration<br>a (m/s2) | Sum of Forces<br>FSum (N) | Friction Force<br>Ff (N) |
| Child | 40 kg | | | |
| Box | 50 kg | | | |
| Man | 80 kg | | | |
| Water pail | 100 kg | | | |
| Refrigerator | 200 kg | | | |

Observations and Analysis:

Fill in the blank by selecting one of the given options for Question 1. (6 points)

1. At constant force, acceleration varies (directly / inversely) ____________ with mass.

When subjected to the same amount of net external force, a heavier object will experience

(less / greater) ____________ acceleration than a lighter one.

2. What do you observe as the mass increases? (5 points)

**Part B: Constant Mass with varying Force**

1. Now set the mass to 100 kg. Start the applied force at 300 N.

2. Click Play. Pause after 2-3 seconds. Observe and Record the acceleration a, Sum of the

Forces FSum and Friction Force Ff in Table 2.

3. Slowly increment in intervals of 50 N, pausing after 2-3 seconds to record your results.

Table 2: Data: Constant Mass with varying Force (2.5 points each)

| | | | |
| — | — | — | — |
| Applied Force<br>(N) | Acceleration<br>a (m/s2) | Friction Force<br>Ff (N) | Sum of Forces<br>FSum (N) |
| 300N | | | |
| 350N | | | |
| 400N | | | |
| 450N | | | |
| 500N | | | |

Observations and Analysis:

Fill in the blank by selecting one of the given options for Question 3. (9 points)

3. With constant mass, an objects acceleration varies (directly / inversely)_____________with the net external force applied. This means that the acceleration of an object increases as the force

applied is (decreased / increased)_____________, but its acceleration decreases if the force applied is (decreased / increased)_____________.

4. What do you observe about the external force applied and the object’s acceleration? (5 points)

November 6, 2026
[Solved] bishop

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Executive Solution Overview

1. Select a COVID-related topic and explain why it matters to you personally. 2. Provide at least three scholarly or trustworthy sources. For each, include a 2–3 sentence annotation explaining why it’s credible and how it informed your understanding. 3. Assess the issue from an interdisciplinary per…

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Assignment Prompt & Instructions

1. Select a COVID-related topic and explain why it matters to you personally.
2. Provide at least three scholarly or trustworthy sources. For each, include a 2–3 sentence annotation explaining why it’s credible and how it informed your understanding.
3. Assess the issue from an interdisciplinary perspective, drawing on concepts such as assumptions, complexity, common ground, and critical reflection.
4. Explain how interdisciplinary analysis offers new insights or solutions.
5. Include one real-world or personal example illustrating the issue.
6. Add a short paragraph describing your research process (search terms, databases, reasoning for source selection).

November 6, 2026
[Solved] midterm unique

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachment. Any us of AI will result in automatic 0 **files (1)** – ## Midtermoverviewunique.docx **## Midtermoverviewunique.docx** **Midterm overview** **Digital Biographies: Black Historical Figures Project-Midterm** **Project Overview** Students will research a Black historical figure …

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Assignment Prompt & Instructions

Please see attachment. Any us of AI will result in automatic 0

**files (1)**

– ## Midtermoverviewunique.docx

**## Midtermoverviewunique.docx**

**Midterm overview**

**Digital Biographies: Black Historical Figures Project-Midterm**

**Project Overview**

Students will research a Black historical figure from Africa, the Americas, or the Caribbean and create a digital product showcasing their contributions, legacy, and cultural impact. This project emphasizes diverse representation, including Afro-Latinx and Caribbean figures often underrepresented in society.

The formats that you can use are listed in module seven under project format options. You can always use this
[link](https://docs.google.com/document/d/1BVxSfVLIGV6GOOXwTZxz5ggiSfZhEbt-BG9oJjGTBVM/edit?usp=sharing) to access the complete document.

**Learning Objectives**

· Conduct in-depth historical research using primary and secondary sources

· Analyze the cultural, social, and political contexts of historical figures

· Create professional digital content using appropriate technology tools

· Develop critical thinking about representation and historical narratives

· Practice digital literacy and media creation skills

**Project Timeline**

**Total Duration:** 3-4 weeks

·
**Week 1:** Research and source gathering

·
**Week 2:** Content development and outline creation

·
**Week 3:** Source submission and product development

·
**Week 4:** Digital product creation and submission

**Part 1: Selecting a Historical Figure**

**Requirements**

Students can choose ONE figure from the provided categories. Each student should select a different person to ensure diverse representation across the class. If more than two people have selected a historical figure, please select another person. If you want to cover someone who isn't listed, please email me to confirm your selection.

**Category A: Afro-Latinx Historical Figures**

·
**Gaspar Yanga** (Mexico) – Leader of the first free African settlement in the Americas

·
**José Leonardo Chirino** (Venezuela) – Leader of the 1795 slave rebellion

·
**Vicente Guerrero**(Mexico)- First Black Mexican President

·
**Arturo Alfonso Schomburg** (Puerto Rico/USA) – Historian and curator of Black history

·
**Juana Ramírez** (Venezuela) – Independence war heroine

·
**Victoria Santa Cruz** (Peru) – Poet, choreographer, and Afro-Peruvian cultural activist

·
**Adalberto Ortiz** (Ecuador) – Afro-Ecuadorian writer and diplomat

·
**Beatriz Nascimento** (Brazil) – Historian and quilombo researcher

·
**Lélia Gonzalez** (Brazil) – Intellectual and founder of Black feminism in Brazil

·
**Juan Gualberto Gómez** (Cuba) – Journalist and independence activist

·
**Esteban Montejo** (Cuba) – Former enslaved person and centenarian storyteller

**Category B: Caribbean Historical Figures**

·
**Toussaint Louverture** (Haiti) – Revolutionary leader of Haitian Revolution

·
**Nanny of the Maroons** (Jamaica) – Leader of Jamaican Maroons

·
**Samuel Sharpe** (Jamaica) – Baptist deacon and rebel leader

·
**Claudia Jones** (Trinidad/UK) – Journalist and civil rights activist

·
**Marcus Garvey** (Jamaica) – Pan-Africanist leader

·
**Walter Rodney** (Guyana) – Historian and political activist

·
**Aimé Césaire** (Martinique) – Poet and politician, founder of Négritude movement

·
**C.L.R. James** (Trinidad) – Historian, journalist, and socialist

·
**Frantz Fanon** (Martinique) – Psychiatrist, philosopher, and revolutionary

·
**Jean-Jacques Dessalines** (Haiti) – First ruler of independent Haiti

·
**Mary Seacole** (Jamaica/UK) – Nurse and businesswoman in the Crimean War

·
**Bob Marley** (Jamaica) – Musician and cultural icon

**Category C: African and African American Historical Figures**

·
**Harriet Tubman** – Abolitionist and Underground Railroad conductor

·
**Frederick Douglass** – Abolitionist, orator, and writer

·
**Sojourner Truth** – Abolitionist and women's rights activist

·
**Ida B. Wells** – Journalist and anti-lynching activist

·
**Booker T. Washington** – Educator and advisor

·
**W.E.B. Du Bois** – Sociologist, historian, and civil rights activist

·
**Zora Neale Hurston** – Anthropologist and author

·
**Bayard Rustin** – Civil rights organizer

·
**Fannie Lou Hamer** – Voting rights activist

·
**Kwame Nkrumah** (Ghana) – Pan-Africanist and first Prime Minister/President

·
**Patrice Lumumba** (Congo) – Independence leader and first Prime Minister

·
**Queen Nzinga** (Angola) – 17th-century warrior queen

·
**Yaa Asantewaa** (Ghana) – Queen Mother and military leader

**Part 2: Research Requirements**

**Essential Research Components**

Students must gather information on the following:

1.
**Biographical Information**

· Birth and death dates/locations

· Family background and early life

· Education and formative experiences

2.
**Historical Context**

· Time period and major historical events

· Social, political, and economic conditions

· Cultural environment and influences

3.
**Major Contributions**

· Key accomplishments and achievements

· Leadership roles and positions held

· Specific actions or works created

4.
**Challenges and Obstacles**

· Forms of oppression or resistance faced

· Personal struggles and how they were overcome

· Opposition encountered

5.
**Legacy and Impact**

· Immediate effects of their work

· Long-term influence on society

· Contemporary relevance

· How they're remembered today

6.
**Primary and Secondary Sources**

· Minimum 3 primary sources (speeches, letters, photographs, documents)

· Minimum 3 secondary sources (books, scholarly articles, documentaries)

· At least 2 sources must be from academic databases or scholarly publications

**Research Documentation**

Students must maintain an
**Annotated Bibliography** including:

· Full citation in MLA format

· 2-3 sentence summary of each source

· 2-3 sentence evaluation of its impact or effectiveness

· 2-3 sentence reflection on how it will be useful to your project

**## Midtermoverviewunique.docx**

**Midterm overview**

**Digital Biographies: Black Historical Figures Project-Midterm**

**Project Overview**

Students will research a Black historical figure from Africa, the Americas, or the Caribbean and create a digital product showcasing their contributions, legacy, and cultural impact. This project emphasizes diverse representation, including Afro-Latinx and Caribbean figures often underrepresented in society.

The formats that you can use are listed in module seven under project format options. You can always use this
[link](https://docs.google.com/document/d/1BVxSfVLIGV6GOOXwTZxz5ggiSfZhEbt-BG9oJjGTBVM/edit?usp=sharing) to access the complete document.

**Learning Objectives**

· Conduct in-depth historical research using primary and secondary sources

· Analyze the cultural, social, and political contexts of historical figures

· Create professional digital content using appropriate technology tools

· Develop critical thinking about representation and historical narratives

· Practice digital literacy and media creation skills

**Project Timeline**

**Total Duration:** 3-4 weeks

·
**Week 1:** Research and source gathering

·
**Week 2:** Content development and outline creation

·
**Week 3:** Source submission and product development

·
**Week 4:** Digital product creation and submission

**Part 1: Selecting a Historical Figure**

**Requirements**

Students can choose ONE figure from the provided categories. Each student should select a different person to ensure diverse representation across the class. If more than two people have selected a historical figure, please select another person. If you want to cover someone who isn't listed, please email me to confirm your selection.

**Category A: Afro-Latinx Historical Figures**

·
**Gaspar Yanga** (Mexico) – Leader of the first free African settlement in the Americas

·
**José Leonardo Chirino** (Venezuela) – Leader of the 1795 slave rebellion

·
**Vicente Guerrero**(Mexico)- First Black Mexican President

·
**Arturo Alfonso Schomburg** (Puerto Rico/USA) – Historian and curator of Black history

·
**Juana Ramírez** (Venezuela) – Independence war heroine

·
**Victoria Santa Cruz** (Peru) – Poet, choreographer, and Afro-Peruvian cultural activist

·
**Adalberto Ortiz** (Ecuador) – Afro-Ecuadorian writer and diplomat

·
**Beatriz Nascimento** (Brazil) – Historian and quilombo researcher

·
**Lélia Gonzalez** (Brazil) – Intellectual and founder of Black feminism in Brazil

·
**Juan Gualberto Gómez** (Cuba) – Journalist and independence activist

·
**Esteban Montejo** (Cuba) – Former enslaved person and centenarian storyteller

**Category B: Caribbean Historical Figures**

·
**Toussaint Louverture** (Haiti) – Revolutionary leader of Haitian Revolution

·
**Nanny of the Maroons** (Jamaica) – Leader of Jamaican Maroons

·
**Samuel Sharpe** (Jamaica) – Baptist deacon and rebel leader

·
**Claudia Jones** (Trinidad/UK) – Journalist and civil rights activist

·
**Marcus Garvey** (Jamaica) – Pan-Africanist leader

·
**Walter Rodney** (Guyana) – Historian and political activist

·
**Aimé Césaire** (Martinique) – Poet and politician, founder of Négritude movement

·
**C.L.R. James** (Trinidad) – Historian, journalist, and socialist

·
**Frantz Fanon** (Martinique) – Psychiatrist, philosopher, and revolutionary

·
**Jean-Jacques Dessalines** (Haiti) – First ruler of independent Haiti

·
**Mary Seacole** (Jamaica/UK) – Nurse and businesswoman in the Crimean War

·
**Bob Marley** (Jamaica) – Musician and cultural icon

**Category C: African and African American Historical Figures**

·
**Harriet Tubman** – Abolitionist and Underground Railroad conductor

·
**Frederick Douglass** – Abolitionist, orator, and writer

·
**Sojourner Truth** – Abolitionist and women's rights activist

·
**Ida B. Wells** – Journalist and anti-lynching activist

·
**Booker T. Washington** – Educator and advisor

·
**W.E.B. Du Bois** – Sociologist, historian, and civil rights activist

·
**Zora Neale Hurston** – Anthropologist and author

·
**Bayard Rustin** – Civil rights organizer

·
**Fannie Lou Hamer** – Voting rights activist

·
**Kwame Nkrumah** (Ghana) – Pan-Africanist and first Prime Minister/President

·
**Patrice Lumumba** (Congo) – Independence leader and first Prime Minister

·
**Queen Nzinga** (Angola) – 17th-century warrior queen

·
**Yaa Asantewaa** (Ghana) – Queen Mother and military leader

**Part 2: Research Requirements**

**Essential Research Components**

Students must gather information on the following:

1.
**Biographical Information**

· Birth and death dates/locations

· Family background and early life

· Education and formative experiences

2.
**Historical Context**

· Time period and major historical events

· Social, political, and economic conditions

· Cultural environment and influences

3.
**Major Contributions**

· Key accomplishments and achievements

· Leadership roles and positions held

· Specific actions or works created

4.
**Challenges and Obstacles**

· Forms of oppression or resistance faced

· Personal struggles and how they were overcome

· Opposition encountered

5.
**Legacy and Impact**

· Immediate effects of their work

· Long-term influence on society

· Contemporary relevance

· How they're remembered today

6.
**Primary and Secondary Sources**

· Minimum 3 primary sources (speeches, letters, photographs, documents)

· Minimum 3 secondary sources (books, scholarly articles, documentaries)

· At least 2 sources must be from academic databases or scholarly publications

**Research Documentation**

Students must maintain an
**Annotated Bibliography** including:

· Full citation in MLA format

· 2-3 sentence summary of each source

· 2-3 sentence evaluation of its impact or effectiveness

· 2-3 sentence reflection on how it will be useful to your project

November 6, 2026
[Solved] harmony

✓ Verified Academic Solution Available

Executive Solution Overview

1. Select a COVID-related topic and explain why it matters to you personally. 2. Provide at least three scholarly or trustworthy sources. For each, include a 2–3 sentence annotation explaining why it’s credible and how it informed your understanding. 3. Assess the issue from an interdisciplinary per…

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

1. Select a COVID-related topic and explain why it matters to you personally.
2. Provide at least three scholarly or trustworthy sources. For each, include a 2–3 sentence annotation explaining why it’s credible and how it informed your understanding.
3. Assess the issue from an interdisciplinary perspective, drawing on concepts such as assumptions, complexity, common ground, and critical reflection.
4. Explain how interdisciplinary analysis offers new insights or solutions.
5. Include one real-world or personal example illustrating the issue.
6. Add a short paragraph describing your research process (search terms, databases, reasoning for source selection).

November 6, 2026
[Solved] bowe

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachment avoid any use of AI **files (1)** – ## Beverlymidterm.docx **## Beverlymidterm.docx** 1. Select a topic relevant to immigration (human rights, health care, voting, housing, etc.). 2. Provide at least three scholarly or otherwise trustworthy sources on your topic and justify y…

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

Please see attachment avoid any use of AI

**files (1)**

– ## Beverlymidterm.docx

**## Beverlymidterm.docx**

1. Select a topic relevant to immigration (human rights, health care, voting, housing, etc.).

2. Provide at least three scholarly or otherwise trustworthy sources on your topic and justify your use. How do they help you understand the problem or issue? Why are they good sources? (Remember
[Evaluating Information Sources Links to an external site.](https://libguides.usc.edu/evaluate/scholarlyarticles))

3. Assess your problem or issue from an interdisciplinary perspective and explain/analyze/interpret how an interdisciplinary approach might help provide new insights or perspectives in solving or helping the problem or issue. I recommend using some of the following concepts to demonstrate your understanding:

**Assumptions:**

Things that are accepted as true or certain. [5]

**Common ground:**

That which is created between conflicting disciplinary insights, assumptions, concepts, or theories and makes integration possible. [6]

**Complexity:**

Having multiple parts that are connected and interact in sometimes unexpected (e.g., nonlinear) ways with each other. [6]

**Critical interdisciplinarity:** Questions disciplinary assumptions and ideological underpinnings. In some cases, it aims to replace the existing structure of knowledge (i.e., the disciplines) and the system of education based upon it. [3]

**Critical pluralism:** Belief that knowledge can be objective but not certain and absolute as dualism assumes. [7]

**Critical reflection:** The process of analyzing, questioning, and reconsidering the activity (cognitive or physical) that you are engaged in. [3]

**Critical thinking:** The capacity to analyze, critique, and assess. [4]

**Insights:** Scholarly contributions to the clear understanding of a complex problem, object, or text. Insights may be found in published books, articles, or papers delivered at scholarly conferences. [3]

**Interdisciplinary perspective taking:** The intellectual capacity to view a complex problem, phenomenon, or behavior from multiple perspectives, including disciplinary ones, to develop a more comprehensive understanding. [5]

**More comprehensive understanding:** A cognitive advancement that results from integrating insights that produces a new whole that would not be possible using single disciplinary means. [9]

**Perspective taking (interdisciplinary):** The intellectual capacity to view a complex problem, phenomenon, or behavior from multiple perspectives, including disciplinary ones, to develop a more comprehensive understanding. [4, 6]

**## Beverlymidterm.docx**

1. Select a topic relevant to immigration (human rights, health care, voting, housing, etc.).

2. Provide at least three scholarly or otherwise trustworthy sources on your topic and justify your use. How do they help you understand the problem or issue? Why are they good sources? (Remember
[Evaluating Information Sources Links to an external site.](https://libguides.usc.edu/evaluate/scholarlyarticles))

3. Assess your problem or issue from an interdisciplinary perspective and explain/analyze/interpret how an interdisciplinary approach might help provide new insights or perspectives in solving or helping the problem or issue. I recommend using some of the following concepts to demonstrate your understanding:

**Assumptions:**

Things that are accepted as true or certain. [5]

**Common ground:**

That which is created between conflicting disciplinary insights, assumptions, concepts, or theories and makes integration possible. [6]

**Complexity:**

Having multiple parts that are connected and interact in sometimes unexpected (e.g., nonlinear) ways with each other. [6]

**Critical interdisciplinarity:** Questions disciplinary assumptions and ideological underpinnings. In some cases, it aims to replace the existing structure of knowledge (i.e., the disciplines) and the system of education based upon it. [3]

**Critical pluralism:** Belief that knowledge can be objective but not certain and absolute as dualism assumes. [7]

**Critical reflection:** The process of analyzing, questioning, and reconsidering the activity (cognitive or physical) that you are engaged in. [3]

**Critical thinking:** The capacity to analyze, critique, and assess. [4]

**Insights:** Scholarly contributions to the clear understanding of a complex problem, object, or text. Insights may be found in published books, articles, or papers delivered at scholarly conferences. [3]

**Interdisciplinary perspective taking:** The intellectual capacity to view a complex problem, phenomenon, or behavior from multiple perspectives, including disciplinary ones, to develop a more comprehensive understanding. [5]

**More comprehensive understanding:** A cognitive advancement that results from integrating insights that produces a new whole that would not be possible using single disciplinary means. [9]

**Perspective taking (interdisciplinary):** The intellectual capacity to view a complex problem, phenomenon, or behavior from multiple perspectives, including disciplinary ones, to develop a more comprehensive understanding. [4, 6]

November 6, 2026