NRS 428 Community Teaching Plan: Teaching Experience Paper

NRS 428 Community Teaching Plan: Teaching Experience Paper

NRS 428 Community Teaching Plan: Teaching Experience Paper

To ensure understanding of concepts among the learners, the application of the social development theory will be utilized. The above theoretical approach ensures that there is the comprehension of the contents. Also, the application of the theory ensures the enhancement of the social interactions through narrowing of the communication gap between the learners and the instructor. As an educator, I have a strong belief that learning processes, especially among the children is often improved when they are involved in the activities that directly impact their lives. In the learning process, I will apply demonstration to encourage the interactions among the learners and to foster positive relationships among them. The above theory also emphasizes on the social behavior and socialization among the learners. On the basis of the above premise, I will mostly apply group presentations to encourage interactions and learning from each other. The application of the presentations will also enable learners/children to develop cognitive skills on various methods of hand washing usually practices within the communities and the schools (Hendricks & Wangerin, 2017). The educational approach that is relevant to the theory include the expression of the eye contact, body language, as well as the repetition to facilitate the effectiveness of the theory.

Goal

The main goal reflected in this proposal involve reduction, prevention, and elimination of the healthcare associated illnesses. Another goal involves the promotion of the respiratory health status through encouragement of early detection, as well as better treatment processes for the vulnerable individuals. In line with the above objectives, HP2020 objectives often support educational processes to the vulnerable populations specifically the children on effective practices on hand hygiene. The prevention processes associated with hand washing often reduce the costs involved in the treatment of illnesses caused by the poor hygienic conditions. The above scenario is supported by the fact that hand washing practices reduce the spread of HAIs as well as other diseases that are readily transmitted through contacts.

How Does This HP2020 Objective Relate to Alma

Ata’s Health for All Global Initiatives

The objectives of HP2020 are the same as the Alma Ata’s Global Initiatives to prevent and control the spread of infectious diseases or endemic diseases and to provide immunization processes to fight infectious diseases. On the other hand, Alma Ata’s Health for All Global Initiative aims at addressing disparities that exist in health status especially when looking at the vulnerable populations. As a result, HP2020 share same goals with the Alma because they both emphasize on the improved health outcomes to all the individuals at all times (Pritchard, 2016). In the above context, the two conventions identify the spread of the infectious diseases as a result of poor hand hygiene and provide guidelines that can be used to control the behaviors of the people to increase the transmission rates.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective
and Domain
Content   Strategies/Methods
1. There is importance in categorizing cases when an individual need to wash their hands.

 

 

 

1. Cleaning of hands can be done after visiting the toilet, after and before eating, after coughing on your hands, and after sneezing and getting into contact with the people. 1. The critical analysis in the transmission of the infectious diseases shows that the spread of diseases escalates as a result of failure to engage in the hand cleaning practices.

 

2. acquiring the knowledge on the effective techniques of hand washing

 

 

2. Educators determines the effective methods of hand cleaning processes 2. Make an effort to allow children engage in the practices of hand washing for about 15 to 25 seconds and provide appropriate advice.
3. Examines the diseases that are prevented through proper hand washing

 

3. Hand hygiene reduces the cases of gastro intestinal and respiratory infections. 3. An educator can allow children to observe their hands and reflects how the infectious agents look like
4. Examine various benefits that results from proper hand washing

 

4. To stop the transmission of the pathogens from the infected persons to the non-infected people

 

4. Through the application of the pamphlets and handouts, learners may realize the risks associated with not following effective practices of hand hygiene.

 

Creativity

The theory in the spread of the infectious diseases was examined and explained through the application of the visual effects as demonstrated in the screen. The PowerPoint presentation utilized greatly changed the roles of the instructor in cases when the learners were able to perform hand washing practices.

 

Planned Evaluation of Objectives (Outcome Evaluation)

  1. I will engage students through asking questions to examine the knowledge obtained on the importance of hand washing practices
  2. I will keenly observe learners games and breaks to evaluate their knowledge on the hand washing practices and address them on the risks or dangers associated with the poor hygiene.
  3. I will assigned one teacher and one family member to demonstrate hand washing techniques to the learners/children.
  4. I will also assess how each individual take their time on hand washing practices after conducting the demonstration.

Planned Evaluation of Goal

I will encourage learners to attend at least six lessons on hand washing practices. Towards the completion of the first four classes, I will encourage learner to demonstrate the hand washing practices. On the other hand, I will observe the frequency and consistency on how the learners observe or follow the instructions given.

Planned Evaluation of Lesson and Teacher (Process Evaluation)

In the process of evaluation, I will require three members of staff (teachers) to get engaged in the assessment processes. In the process I will formulate the entire emerging issues involving my proposal. Additionally, I will involve family members and children who are present by proving them with a blank piece of paper to secretly allow them record their observations about the demonstration as well as the learning techniques. The above practices will be done towards the end of demonstrations and learning processes so as to make a clear conclusion about the approaches used.

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Barriers

Embarrassment is one of the challenge that may be encountered in the process of demonstrating how to conduct hand washing processes. Some learners may become shy while demonstrating hand washing processes. Some may also become overexcited and fail to effectively demonstrate hand washing processes. Another barrier that may be encountered is the Disruptive learners. Due to excitement, some learners may disrupt the learning of other students particularly during the demonstration processes.

Therapeutic Communication

To start off the topic, I will engage in the demonstration processes to show learners how to perform the hand washing processes. Further, in cases there are learners who fail to understand the demonstration processes, I will apply the relatable narration to ensure that the concepts are well understood. Finally, I will apply PowerPoint presentation as well as the handouts to give instructions to the learners on different approaches to hand washing. Also, I will recap the practices of handwashing to ensure that all learners get the message.

 

Planning Before Teaching:

Name and Credentials of Teacher:

Onubogu Chukwuka

Estimated Time Teaching Will Last:

50 minutes

 

Location of Teaching: Brattleboro

Boys and girls club windham county Brattleboro

Supplies, Material, Equipment Needed:

A projector, Laptop computer, screen Condoms, Pens, Paper and Index Cards.

Estimated Cost: No cost attached

The school will be providing the projector and the screen and I will be using my personal computer

Community and Target Aggregate:

Teenagers; 9-12thgraders

 

Topic:

Prevention of Sexually Transmitted Diseases.

 

Identification of Focus for Community Teaching (Topic Selection):

Sexually Transmitted Diseases and its prevention

Epidemiological Rationale for Topic (Statistics Related to Topic):

Teenagers always get involved in sexual risk behaviors that end up having bad health outcomes. According to CDC , about 40% of teenagers and early adolescent is having sexual intercourse,10% is having more than 3 sexual partners,46 % does not use condom when having sexual intercourse while 14 % of them does not use other means of preventing pregnancy.

The CDC also reports that whereas sexually transmitted diseases (STDs) affect individuals of all ages; STDs take a particularly adverse effect on young people. Youths between the ages of 15-24 contributes a little over one-quarter of the sexually active population, but they are responsible for about 20 million of new sexually transmitted infections that happens in the US every year. (Carmona-Gutierrez,Kainz,& Madeo, 2016)

 

.

Nursing Diagnosis:

Knowledge deficit related to the prevention of STD among teenagers evidenced by increase in the incidence of STD among the teenagers in the country

 

Readiness for Learning: There are various factors that indicate the readiness of the teenagers to learn which include;

· Concerns on the sexual relations with peers.

· Questions regarding the sexual aspect of their bodies.

· The teenagers asking many questions as regards sexually transmitted disease.

Learning Theory to Be Utilized: Explain how the theory will be applied.

Vygotsky’s theory of social development explains that social interaction aids in social development and socialization and social behavior of an individual leads to social consciousness and cognition (David, 2014). Vygotsky believe that the lives of most teenagers are greatly influenced by their peers’ experiences.

Based on the same belief I will use social media like Facebook and Instagram which have entrenched most of the teenagers’ culture so as to facilitate deeper understanding.

 

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

STD-1: HP2020 objectives include: Reducing the proportion of adolescents and young adults infected with Chlamydia trachomatis infections. According to Lewis and White (2017), 7.4 percent of females between the ages of 15 and 24 that visited the family planning clinics in the past one year were positive for Chlamydia trachomatis infections in 2008. Also, 12.8% of

In 2017, a total of 1,708,569 chlamydial infections were reported to CDC in 50 states and the District of Columbia. This case count corresponds to a rate of 528.8 cases per 100,000 population ( Lewis & White,2017).

Topic 2 DQ 1

Sep 5-7, 2022

What are social determinants of health?  Explain how social determinants of health contribute to the development of disease.  Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.

Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.

Amadu Conneh

Sep 8, 2022, 6:16 PM

Published

Hi Class,

The social determinants of health are the conditions of birth, development, employment, living, and aging. They include income, education, housing, and work (Social Determinants of Health, 2018). The social determinants of health are linked to health outcomes and health disparities. A growing body of research has shown that addressing the social determinants of health can improve health outcomes and reduce health disparities. There are many ways to address the social determinants of health. Some approaches include policy changes, community-based initiatives, and individual-level interventions. It is important to note that no one method is suitable for everyone and that different approaches may work better in various settings.

There is growing evidence that social determinants of health play a significant role in disease development. For example, studies have shown that factors such as poverty, poor housing, and lack of access to healthcare can lead to a higher incidence of disease (World Health Organization, n.d). In addition, social determinants of health can also affect the course of an illness and make it more challenging to manage. Therefore, it is a crucial issue to consider, as social determinants of health can significantly impact human health and well-being. Thus, ensuring everyone has access to the resources they need to maintain a healthy lifestyle is vital.

The communicable disease chain model illustrates the transmission and control of infectious diseases. The pathogen, reservoir, portal of exit, method of transmission, the portal of entry, and new host are the six different linkages that make up the model. According to Study.com (2019), each link in the chain plays a specific role, and each one can be broken or interrupted in various ways. For example, a nurse might perform multiple actions to break the chain of infectious diseases. Some of the most popular steps a nurse may use include, but are not limited to, adequate hand washing, wearing PPEs, using all necessary safety precautions, and using the proper sterilization and cleaning methods.

In conclusion, social determinants of health significantly impact individuals’ well-being. Therefore, nurses should understand them and incorporate better practices to prevent the spread of diseases.

References

Social Determinants of Health. (November 30, 2018). Social Determinants of Health. Healthy People. Retrieved from https://www.healthypeople.gov/2020/topicsobjectives/topic/social-determinants-of-health

Study.com. (2019). Chain of Infection: Definition & Example. Retrieved from https://study.com/academy/lesson/chain-of-infection-definition-example.html

World Health Organization (n.d). Social determinants of health. Retrieved from https://www.who.int/social_determinants/sdh_definition/en/

Bernardette McCann

replied toAmadu Conneh

Sep 10, 2022, 7:07 AM

Social Determinants of health can be political. Our political temperament and governmental structure play heavily into the healthcare resources that are available to the citizen. It was interesting to learn that healthcare for all, in the United States, was proposed as early as 1904, and was for a time pursued by Franklin D. Roosevelt’s administration. When the doctor’s association of the time protested he pulled back to pursue the Social Security Act. Post-WWII Europe embraced healthcare for all as a deterrent to communism, while the United States felt that “socialized” medicine promoted communism. The American Medical Association, comprised of MDs, has continued to lobby and exert political power against healthcare reform, including the ACA. For years it was the pressure that they exerted on Medicare that prevented those in rural communities from being able to seek care from advanced practice nurses and NPs. While at the same time not being able to attract MDs to their rural communities to serve their people. To be more precise Advanced Practice RNs and NPs could provide care Medicare would just not pay them for it. The AMA’s pressure was to protect power and revenue for their constituency, disappointing. In most areas of inequity if you follow the money or the power the true nature of things will be revealed. Thankfully the Affordable Care Act addresses some of these past hurdles.

 

Reference

 

Gilligan, H. (2018, May 23). Socialized medicine was coined in the US, not Europe. Timeline. Retrieved September 10, 2022, from https://timeline.com/socialized-medicine-was-coined-in-the-us-not-europe-30438fad9d69

 

Rangel, C. (2010, March 23). H.R.3590 – 111th Congress (2009–2010): Patient Protection and Affordable Care Act. Congress.Gov | Library of Congress. Retrieved May 26, 2022, from https://www.congress.gov/bill/111th-congress/house-bill/3590

 

 

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

HP2020 having the reduction of STDs as one of its objectives, is in line with the main provision of the Alma Ata’s initiative which points to eradicating health disparities in the world. HP2020 recognizes the contribution of social interaction and behavior in contribution to the spread of STDs.

 

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective and Domain

 

Content

 

Strategies/Methods

 

1. The students identify the path for STD transmission with regard to sexual partner networks.

 

 

 

1. Transmission of STDs only occurs when sexual contact is made with an infected person. Regardless of the fact that one may have unprotected sex with only a specific person, it projects to having sexual contact with all the other parties that have had sex with the partner. 1. In the introductory part, the students will see a demonstration of what is a sexual network which will, in turn, illustrate how one can contract an STD from a partner with multiple sexual partners.
2. Students will have the ability to list prevalent STDs alongside their signs, symptoms, and prevention.

 

 

 

2. The treatment, prevention, symptoms, and signs of the most common STDs will be in the PowerPoint Presentation. 2. After the presentation, students will be allowed to settle into groups which will be the basis of the discussion made up of opposing groups which compete to win by answering the most questions of the other group correctly.
3. Students will be able to explain what abstinence is and clearly state their refusal skills.

 

 

 

3. The definition of abstinence together with the refusal skills will be contained in the lecture and in the PowerPoint Presentation. 3. Volunteers among the students will be chosen so as to act a scene in which the refusal skills are required so as to gauge the degree of understanding the skills.
4. Students will be able to demonstrate proper use of the condom and how to handle it before use.

 

 

 

4. The presentation will capture the Dos and DONTS of using the condom, the inspection procedure before use, how to put it on, and how to remove it and dispose of after proper use. 4. A video will be used to demonstrate the details on condom use for both male and female condoms.

 

 

Creativity: How was creativity applied in the teaching methods/strategies?

1. The use of a video to demonstrate procedure promoted the capture of details by the students.

2. The use of role play in the refusal situation helped demonstrate applicability.

 

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

1. Planning evaluation will be used by a medium of the questionnaire before the plan to determine how much the teens are aware of the topic.

 

2. Formative Evaluation will be done during the lesson to track whether the learners are grasping the teachings.

 

3. Summative evaluation will be done after the lesson to get how much the lesson would have impacted the teenagers and their knowledge about STDs transmission and prevention.

Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.

 

Planned Evaluation of Lesson and Teacher (Process Evaluation):

This will be done by use of a questionnaire to be filled by the teens and the question will include: (They shall be responded to by use of a scale of 1 to 5)

· How elaborate was the teacher?

· How effective was the class?

· How friendly was the teacher?

· How active and captivating was the class?

 

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

 

· Disruptive learners: some learners may be noisemakers or may move frequently up and down. This will be countered by the use of brief breaks to discontinue the monotony.

· Embarrassment of some shy students. The students will be informed that the topic is a natural and inevitable part of which has to be brought in a light for clarity and avoidance of future problems.

 

Therapeutic Communication

4.2 Communicate therapeutically with patients.

 

How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?

 

In order to therapeutically communicate to the learners, I will introduce myself and the topic to be discussed. I will distribute a questionnaire to have base line knowledge of the participants after which I will play a brief introductory video about the topic which will be in form of a scene that depicts what is an STD and how easily it can be acquired by an individual with multiple sexual partners who create a network.

The use of questions during the session will be essential to maintain the attentiveness of the students. I will maintain eye contact so as to keep updated on the feeling of the audience and to note any concern from the learners. At the end of the teaching I will entertain a question and answer session to clear up any gray areas.

Most essential nonverbal cues that I will employ include facial expression, gestures, and demonstrations so as to paint the image of the topic in question into the learner’s mind.

 

References

 

David, L. (2014) “Social Development Theory (Vygotsky),” in Learning Theories, Retrieved from , https://www.learning-theories.com/vygotskys-social-learning-theory.html.

Healthypeople.gov. 2016. Healthy People 2020 Objectives. Retrieved from

https://www.healthypeople.gov/2020/topics-objectives/topic/family-planning/objectives

Lewis, J., & White, P. J. (2017). Estimating Local Chlamydia Incidence and Prevalence Using Surveillance Data. Epidemiology (Cambridge, Mass.)28(4), 492–502. doi:10.1097/EDE.0000000000000655

Carmona-Gutierrez, D., Kainz, K., & Madeo, F. (2016). Sexually transmitted infections: old foes on the rise. Microbial cell (Graz, Austria)3(9), 361–362. doi:10.15698/mic2016.09.522

Sexual Risk Behaviors Can Lead to HIV, STDs, & Teen Pregnancy | Adolescent and School Health | CDC. (2019). Retrieved 24 July 2019, from https://www.cdc.gov/healthyyouth/sexual behaviors/index.htm

 

 

© 2019. Grand Canyon University. All Rights Reserved.

Community Teaching Plan: Teaching Experience Paper – Rubric

Comprehensive Summary of Teaching Plan

Criteria Description

Comprehensive Summary of Teaching Plan

5. Excellent

15 points

Focus of community teaching is clear, consistent with community teaching plan, detailed, and well supported. The presentation demonstrates an ability to create effective teaching plans relative to a population.

4. Good

12.75 points

Community teaching plan is clear with a detailed summary of each component. Minor rationale is needed for clarity or support.

3. Satisfactory

11.25 points

Summary of community teaching plan is offered, but some elements are vague. Some rationale or evidence is needed for clarity and support.

2. Less Than Satisfactory

9.75 points

Summary of community teaching plan is incomplete. Overall, the teaching plan is unclear.

1. Unsatisfactory

0 points

Summary of community teaching plan is omitted.

Epidemiological Rationale for Topic

Criteria Description

Epidemiological Rationale for Topic

5. Excellent

15 points

Strong epidemiological rationale is provided and demonstrates support for the topic presented.

4. Good

12.75 points

Epidemiological rationale is provided and provides general support for the topic. Some detail is needed for clarity.

3. Satisfactory

11.25 points

Epidemiological rationale is summarized and provides some support for the topic. More information or evidence is needed for support.

2. Less Than Satisfactory

9.75 points

Epidemiological rationale is unclear or incorrect.

1. Unsatisfactory

0 points

Epidemiological rationale for the topic is omitted.

Evaluation of Teaching Experience

Criteria Description

Evaluation of Teaching Experience

5. Excellent

20 points

A comprehensive evaluation of teaching experience is presented. Insight into self-appraisal in regard to teaching is demonstrated.

4. Good

17 points

Evaluation of the teaching experience is generally presented. Some detail is needed for clarity.

3. Satisfactory

15 points

Evaluation of teaching experience is summarized. Some aspects are vague. More detail is needed to fully illustrate an assessment of the experience.

2. Less Than Satisfactory

13 points

Evaluation of teaching experience is unclear or underdeveloped. The narrative is not written in a manner that evaluates the experience.

1. Unsatisfactory

0 points

Evaluation of teaching experience is omitted or incomplete.

Community Response to Teaching Provided

Criteria Description

Community Response to Teaching Provided

5. Excellent

15 points

A detailed description of community response to teaching is presented.

4. Good

12.75 points

A description of community response to teaching is generally presented. Some information is needed for support or clarity.

3. Satisfactory

11.25 points

A summary of the community response to teaching is presented. Some areas are unclear. More information is needed for support or clarity.

2. Less Than Satisfactory

9.75 points

Community response to teaching is partially summarized. More information is needed.

1. Unsatisfactory

0 points

Community response to teaching is omitted.

Areas of Strength and Improvement

Criteria Description

Areas of Strength and Improvement

5. Excellent

15 points

Areas of strength and improvement are thoroughly discussed. The author demonstrates insight into personal strengths and areas where improvement would be beneficial.

4. Good

12.75 points

Areas of strength and improvement are discussed.

3. Satisfactory

11.25 points

Areas of strength and improvement are generally discussed.

2. Less Than Satisfactory

9.75 points

Areas of strength and improvement are partially discussed.

1. Unsatisfactory

0 points

Areas of strength and improvement are omitted.

Thesis Development and Purpose

Criteria Description

Thesis Development and Purpose

5. Excellent

5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

4. Good

4.25 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

3. Satisfactory

3.75 points

Thesis is apparent and appropriate to purpose.

2. Less Than Satisfactory

3.25 points

Thesis is insufficiently developed or vague. Purpose is not clear.

1. Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Argument Logic and Construction

Criteria Description

Argument Logic and Construction

5. Excellent

5 points

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

4. Good

4.25 points

Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

3. Satisfactory

3.75 points

Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

2. Less Than Satisfactory

3.25 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

1. Unsatisfactory

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

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

Criteria Description

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

5. Excellent

5 points

Writer is clearly in command of standard, written, academic English.

4. Good

4.25 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. Satisfactory

3.75 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. Less Than Satisfactory

3.25 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. Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Paper Format (use of appropriate style for the major and assignment)

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

5. Excellent

2 points

All format elements are correct.

4. Good

1.7 points

Appropriate template is fully used. There are virtually no errors in formatting style.

3. Satisfactory

1.5 points

Appropriate template is used. Formatting is correct, although some minor errors may be present.

2. Less Than Satisfactory

1.3 points

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

1. Unsatisfactory

0 points

Template is not used appropriately, or documentation format is rarely followed correctly.

Documentation of Sources

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. Excellent

3 points

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

4. Good

2.55 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Satisfactory

2.25 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Less Than Satisfactory

1.95 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

Total 100 points